Students from underserved populations, including Latinx students, are often recruited to increase predominately white institution (PWI) campus diversity, and mentoring programs are created to increase retention and degree completion rates (Bond, Cason & Gray, 2015; Crisp, Taggart, & Nora, 2015). However, Latinx mentoring programs and their practices often lack theoretical underpinnings (Gershenfeld, 2014; Girves et al., 2005). This study examines the challenges these students face while attending a PWI and how culturally sustaining pedagogy principles may be used to develop Latinx-dedicated mentoring programs and practices.