Although much has been written about the "risky" behaviors in which some Hispanic adolescents participate, the predictors of academic success are less understood. Toward this end, predictors of academic self-regulation were investigated in Hispanic adolescents. Specifically, a predictive model incorporating self-efficacy, instrumentality, salience of becoming a college student, and structured programming was examined in a sample of 66 Hispanic teens drawn from an urban community center. A model including self-efficacy, instrumentality, and salience of becoming a college student explained 53% of the variance in academic self-regulation, and further regression tests suggested that self-efficacy acted as a mediator of the other two predictors. However, structured leadership programming was not related to self-regulation. Case illustrations are presented. Future research involving the study of community-active Hispanic teens and their academic success is discussed. (Contains 1 table.)