Educational attainment among Hispanic populations in the United States remains a challenge, particularly among Mexican Americans who exhibit lower rates of degree completion. This dissertation examined the influence of cultural factors, specifically familism and collectivism, on the educational experiences of Mexican American undergraduate women at San Joaquin Delta College (SJDC) in California's San Joaquin Valley. The study aimed to elucidate how levels of familism and collectivism predict social, academic, and psychological support needs, as well as success strategies among this demographic. Literature highlights the significance of familism, emphasizing familial obligations, and collectivism, prioritizing group harmony, within Mexican American communities. Mexican American daughters often face conflicting demands between familial responsibilities and educational aspirations, a phenomenon previously underexplored in quantitative research. The research employed a quantitative survey design, distributed to undergraduate Mexican American female students at SJDC. The survey included scales measuring familism, collectivism, and social support, as well as researcher-developed scales for academic support, psychological support, and success strategies. Data collection and analysis adhered to rigorous standards, including IRB approval and comprehensive statistical analyses. Results revealed significant correlations between familism and the need for social and psychological support. Students with higher familism scores reported greater reliance on family networks for emotional sustenance but also experienced increased stress from balancing family obligations with academics. Collectivism was positively associated with utilizing peer study groups and seeking academic support. Interestingly, students with moderate levels of both familism and collectivism demonstrated the most effective use of success strategies, such as time management and goal setting. These findings informed tailored interventions at SJDC to enhance support services and promote academic persistence. Recommendations included developing family-inclusive academic counseling programs and culturally sensitive peer mentoring initiatives. This study contributes to discussions on addressing educational inequities and fostering inclusivity within Hispanic-serving institutions. It underscores the importance of considering cultural factors in designing support systems for underrepresented student populations. Future research directions include longitudinal studies to track the impact of culturally informed interventions on graduation rates and career outcomes for Mexican American women in higher education.