This study examined the relationship between Acculturation Strategy and Social Supports on Acculturative Stress and Academic Performance Among Hispanic/Latino/a College students. The sample of approximately 522 students was recruited at the City College of The City University of New York. Various statistical methods, including one way ANOVAS, pairwise comparisons tests, multiple and hierarchical regression were used to test the various hypothesis in the study. As shown by the "overall" F test, there was a statistically significant relationship between the type of acculturation group and acculturative stress (F (3.533)= 9.54, p = <0.001). Only three of the acculturation groups , i.e., the bicultural group (n = 452), the assimilated group (n = 62), and the separation group (n = 20) had sufficient numbers of cases to conduct a priori, pairwise comparisons test. These pairwise comparisons indicated that the bicultural group reported significantly greater levels of acculturative stress than the assimilated group (2.77 vs. 2.44, p = 0.001), but significantly less acculturative stress than was reported by the separated group (2.77 vs. 3.24, p = 0.001). In addition, the assimilated group also reported significantly less acculturative stress than the separation group (2.44 vs. 3.24), p < 0.001). Bivariate correlations indicated that age of respondent, age at migration, generational status, parental and student income, social support, and English language proficiency had a statistically significant relationship with acculturative stress. However, acculturative stress did not have a statistically significant relationship with grade point average. Moreover, student income was statistically significant and positively correlated with grade point average. Social support was also statistically significant and negatively correlated with acculturative stress. When comparing the relationship between the acculturation groups with grade point average by means of a cross-tabulation/chi-square the results were not statistically significant. The relationship between the acculturation groups and social support as tested by a One way ANOVA was also not statistically significant, but in this case the relatively low sample size for the marginalization group compromised the overall F test. More research is necessary to examine the relationship between these two dominant acculturation strategies (e.g. assimilation, bicultural) on acculturative stress and grade point average among other ethnically diverse college students. Implications of the findings to Clinical Practice, Research and Policy are presented. [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.]