The Latino population continues to be the fastest growing ethnic-minority population in the United States. More Latino students are attending college and their graduation rates are rising, but the progress remains uneven. Because the number of Latino college students is expected to continue growing, research is needed on factors contributing to the adjustment and academic achievement of these students. Imposter phenomenon experiences may affect psychological well-being. There is a large gap in the literature focusing on the imposter phenomenon and Latino undergraduate students. Due to the lack of relevant empirical data, the resulting aim of this study is to gain a better understanding of the role of the imposter phenomenon on Latino students' psychological well-being as it may help clinicians create programs and interventions to raise awareness around barriers minority students face. Thus, the current study sought to quantitatively examine the impact of the imposter syndrome on Latino undergraduate students' psychological well-being, in hopes that other risk and psychological factors, which have not been adequately addressed in the literature may come to light. Eighty-nine participants were recruited through convenience sampling. Eligible participants completed an electronic survey, which consisted of a demographic questionnaire, the Clance Impostor Phenomenon Scale and the Ryff Psychological Well-Being Scale. The present study's primary hypothesis, suggesting that individuals with higher imposter phenomenon scores correlated with lower psychological well-being scores, was supported in the results. Although there is still much to be researched within the area of the imposter syndrome and Latino students, it is hopeful that this study may assist in formulating prevention and intervention strategies to increase Latino students' college retention. This study shed light on outreach efforts as prevention including the value of fostering an environment that embraces cultural diversity. [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.]