Advancing the educational success of the Latinx population can significantly affect overall postsecondary attainment since Latinxs comprise the largest and fastest growing non-White population in the country yet historically have among the lowest rates of postsecondary attainment (Kelly, Schneider, & Carey, 2010). Arguably, Hispanic-Serving Institutions (HSIs) constitute a critical part of the ''marginalized majority,'' yet they contribute significantly to Latinx postsecondary attainment, graduating an estimated 40% of Latinx bachelor's degree recipients and 54% of those earned in the Science, Technology, Engineering, and Math fields (Harmon, 2012; Hixson, 2009). Garcia's work advances research on this "marginalized majority" of institutions. Extending more recent work on institutional and demographic characteristics of HSIs (e.g., Nunez, Crisp, & Elizondo, 2016), Garcia's research focuses on HSIs as organizations, providing a corrective to the tendency of higher education research on HSIs to focus on the individual student as the sole unit of analysis (Stevens, 2015). As Garcia notes, the central question that researchers, policymakers, and HSI leaders are grappling with today is, ''How do HSIs serve Latinx students?'' Focusing on organizational identity provides an essential lens to identify how various actors (e.g., faculty, students, administrators) make sense of their status navigating an HSI. Garcia builds a rich corpus of data through interviews, observations, document analysis, and analyses of graduation rates. Through this process, she provides a more nuanced view of organizational identity, which can yield informed ''ground measures'' (Deil-Amen, 2015) of organizational identity and behavior. [This article offers a commentary on Gina Garcia's "Defined by Outcomes or Culture? Constructing an Organizational Identity for Hispanic-Serving Institutions" (EJ1155336).]