This study examines Latino student's impressions of the university campus climate. The over-arching question guiding this study asked: How do Latino first college generation students negotiate the psychosocial, cultural and environmental perspectives of the college experience? The conceptual framework integrates three major higher education theories: Tinto's Student Integration Model (1998), Astin's Input-Environment-Outcome Model (1993), and Scannell & Gifford's Tripartite Model of Place Attachment (2010). This study documents the perceptions of eight first generation Latino college students from the fall 2010 freshmen cohort, all attended a four-year university in California and were chosen based on the Monzon Risk Factor Matrix. In their first year in college, four respectively resided on-campus and four off-campus. A qualitative approach was used that incorporated the use of semi-structured interviews, photovoice, and journaling to capture the perspectives of first generation Latino college students' interactions with the campus environment. The data was analyzed using a social literacy process and content analysis that allowed students to describe their photos negotiating the campus climate of a university. The findings of the study point to seven themes that point to how the college students negotiate campus climate and experiences, they include (1) integration to the campus environment, (2) university support, (3) culturally reflective physical environment, (4) size of Latinos on campus, (5) social and cultural needs, (6) opportunities for creating a positive environment for Latinos, and (7) campus tensions. Seven of the descriptors accounted for 61.3% of all student entries, namely, student perceptions of psychosocial tensions, attitude towards the university, and sense of cultural awareness. The findings point to the influence of race, privilege, cost of education, balancing one's life, negotiating campus space and identity, the dominant presence of Euro- American culture of the campus, and the lack of inclusion. None of the students noted that living on campus was a contributing factor to increasing their sense of campus place or belonging. Overall, participants noted the importance of being connected to their communities socially, culturally, and politically. The study suggests a new model for examining student integration through a cultural democracy lens for on campus student support.