Knowledge is presently limited on experiences and outcomes at four-year Hispanic-Serving Institutions (HSIs) and emerging HSIs. Multiple regression analyses, performed on data from the Cooperative Institutional Research Program, illuminate how background characteristics and student experiences at four-year HSIs, emerging HSIs, and non-HSIs influence Latina/o academic self-concept. The sample included 2,123 Latina/os at 249 colleges and universities, including 18 HSIs and 14 emerging HSIs. Differences emerged between academic self-concept at matriculation and four years later. Distinctions between predictors of academic self-concept at these institutional types indicate that these contexts matter when assessing Latina/o outcomes.