Research concerning Latinos and their educational attainment has posited several reasons for Latino underrepresentation and underachievement. This study sought to counter such deficiency models and examine certain predictors of academic success among college Latinos. Specifically, this study predicted a negative correlation between generational status and Multicultural Oriented Acculturation. Also, this study predicted a positive correlation between Multicultural Oriented Acculturation and academic success in college, as measured by college grade point average. Additionally, this study predicted that as generation status approaches first generation status (i.e. foreign born, first generation in the U.S.), grade point average would increase. Finally, this study predicted that there would be a positive relationship between the percentage of Latino faculty/student body and grade point average. Specifically, as the percentage of Latino faculty/student body increases, so too would grade point average increase. The study also examined certain covariates that might impinge upon GPA (such as parental level of education and income). Regarding the main hypotheses, only the first was supported as Multicultural Oriented Score had a significant negative correlation with GPA. Regarding the covariates, father's level of education was significantly correlated with GPA. The author discusses expected and unexpected results and posits possible future areas for research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]