Abstract: Research studies have demonstrated the importance of social support for Latinas' persistence in college however researchers have provided minimal focus on the role of maternal support on Latinas' academic persistence in college. The present study investigated Latinas' perceived maternal support and its relationship to their persistence decisions made in college. The sample consisted of 59 Latinas who were first generation in college, undergraduates, and self-identified with Hispanic, Latina, Chicana, Mexican, or Mexican-American ethnic labels. Thirty-six Latinas were affiliated with the Hispanic Mother Daughter Program, an early intervention mentoring program that prepares Latinas for college. Participation for Latinas in this program starts in the 8 th grade and requires the involvement of their mothers or maternal caregivers. The relationship between perceived maternal support and academic persistence was not statistically significant. Although the primary hypothesis was not supported, it may serve as a foundation for further examination of maternal support and its role in Latina daughters' academic persistence. An elaboration of this and other results are discussed as well as implications and recommendations for future study of this area of research.