This study examined whether Latino adolescents' perceptions of personal support vis-a-vis those of ethnic regard by adults at school differentially relate to academic outcomes. Data were drawn from a sample of 156 Latino students (age M = 16.17, SD = 1.27; 61% girls, 39% boys) attending an urban high school. As expected, youth who perceived more positive public ethnic regard (i.e., by adults at school) were more engaged and higher achieving than their counterparts with more negative public regard. Importantly, after accounting for personal support from adults in school, public ethnic regard contributed uniquely to the variance explained by models predicting academic engagement and performance. These results suggest that public ethnic regard comprises a meaningful dimension of Latino adolescents' relationships with adults in school.