This study sought to uncover elements of campus culture at a large, predominantly white metropolitan university in the Southwest which hinder or support Chicano student persistence. Because the concept modeling research design required complete immersion in the lives of students, the number of participants was limited to two. The two students selected were both first-generation students from working-class families where Spanish was spoken at home, and who lived in predominantly minority communities. These criteria were chosen because Chicano students with such characteristics show high levels of premature departure from college. Data was collected over a period of two years and involved "shadowing," or observing participants' daily activities for a 6- to 8-hour period approximately once a month, monthly audiotaped interviews, and student journals. Data analysis identified three elements of campus culture, broadly categorized as: the social world; the physical world; and the epistemological world. It was found that within each of these elements of campus culture, the dominant white culture communicated the message that a Chicano presence was unimportant, not valued, and did not belong. The findings also described limited, but important, sources of support for Chicano students, including Chicano student organizations; symbols representing Chicano culture; Chicano studies, faculty, and literature; and students' families. (Contains 35 references.) (CH)