This study developed and examined the implementation of an intrusive peer-to-peer coaching program model at a private 4-year master’s degree granting Hispanic Serving Institution (HSI) located in South Texas. The coaching program provided support and promoted increased persistence among Latina/o students entering first-year science, technology, engineering, and mathematics (STEM). Findings positively indicated that first-year Latina/o STEM students can achieve academic success in college when they are matched and supported by culturally similar upperclassmen peer coaches.