The present study examined interrelations among sociocultural factors, communication, and academic support from mothers, fathers, sisters, brothers, professors, romantic partners, and close friends and Mexican-origin female college students' (n = 205) college self-efficacy. Findings revealed that students communicated the most with their close friends and perceived that mothers provided the most academic support. In general, students who espoused behaviors and values that closely aligned with the Mexican culture were more likely to communicate with others. In addition, higher levels of communication related to higher levels of academic support, but relations between academic support and college self-efficacy differed by source of support. Notably, while academic support from mothers, professors, and romantic partners were positively related to college self-efficacy, academic support from fathers, sisters, brothers, and close friends were not related to college self-efficacy. Findings confirm that a focus on the unique roles of important others is warranted.