The Hispanic male population has experienced a decline in four-year college enrollment rates and bachelor degree completion within the past ten years. To address this issue, this study focused on Hispanic male college freshman students, self-efficacy, and persistence in a South Texas four-year higher education institution. The study utilized an explanatory sequential mixed-methods approach. For the quantitative analysis, an efficacy survey, College Self-Efficacy Inventory, of Hispanic male students enrolled in mandatory freshman courses was analyzed. A logistic regression analysis was conducted to determine what amount of the total variance in persistence may be accounted for by self-efficacy. Qualitative data was collected through group and individual interviews with persistent students and non-persistent students. Themes that emerged from the qualitative data analysis explained the experiences of the students during their first year of college and the contributing factors that led to persistence or non-persistence decisions. The results of the quantitative analysis concluded that there was no significant amount of variance in persistence of students accounted for by self-efficacy. The qualitative themes that emerged from the student groups were family influences, campus relationships, student connections and resources, and living environment
