This scholarly article addresses the Latina/o undergraduate experiences proposing a (re)definition of educational success. Discussing strength-based practices of "familia", mentorship, cultural congruity, and professional development from a psychosociocultural (PSC) approach, the article presents practical recommendations and directions for university personnel. The authors centralize culture through use of common "dichos" and everyday examples to illustrate effective and Latina/o student-focused practices. (Contains 1 figure.)