As institutions not founded to “serve” Latina/o students, Hispanic Serving Institutions (HSIs) are criticized for solely being “Hispanic-enrolling,” with access and graduation rates being hypothesized as indicators of an organizational identity for HSIs. Drawing from a case study with 88 participants, the purpose of this investigation was to complicate what it means to be Latina/o-serving by listening to the way students, faculty, and administrators at a four-year HSI construct their Latina/o-serving identity. Findings show that members made sense of their organizational identity through an expression of values and processes for sustaining and enhancing the culture and education of Latina/o students.