The purpose of this study was to (a) determine the extent to which Latina/o students' perceptions of support from high school teachers and counselors, as well as acculturation, predict enrollment in AP coursework; (b) examine Latina/o students' perceptions of different forms of support that appear to play a role in academic success (Hassinger & Plourde, 2001); and (c) study possible differences between Latina females and Latino males on teacher and counselor support, as well as acculturation, Mexican orientation, and Anglo orientation. One hundred eighty four students enrolled in a college freshmen seminar course participated in the current study. The sample included 81 males (44%) and 103 females (56%). All of the students attended a university in the southwestern United States with 127 attending a south Texas university and 57 attending a university on the United States/Mexico border. Both universities are Hispanic Serving Institutions (HSI) serving over 90% Hispanic students. There were a number of important findings. First, total support from high school counselors, total support from teachers, and acculturation were not significant predictors of Latina/o students' enrollment in AP coursework. Second, Mexican orientation, perceptions of expectations from counselors, and perceptions of appraisal from counselors were significant predictors of enrollment in AP coursework. Third, using perceptions of various forms of support from high school teachers, Anglo orientation, and Mexican orientation in a logistic regression equation, Mexican Orientation was the only significant predictor of enrollment in AP coursework. In addition, there were not any statistically significant differences between Latina females and Latino males across various forms of support from high school teachers and counselors. Finally, there were not any significant differences between Latina females and Latino males across acculturation, Mexican Orientation, and Anglo Orientation in the current study. A discussion regarding the importance of these findings is provided and implications for practice and research are offered. [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.]