In this study we investigated the extent to which faculty interaction contributed to Latina/o student perceptions of their learning, using a sample of 10,071 Latina/o students who took the Community College Survey of Student Engagement. Findings were disaggregated for men and women, but results were quite similar between the 2 groups. Frequent high-quality interaction with faculty contributed strongly to student learning, with the strongest predictors being students working hard in response to faculty expectations and faculty being available to students.