Researchers have explored the ways in which P-12 teachers and students negotiate Latino/a/x/e cultural and musical identities in the classrooms (Abril, 2009; Lechuga & Schmidt, 2018; Palkki, 2015). While some have connected culturally responsive teaching to the needs of the growing number of Latino/a/x and Hispanic students in P-12 settings (Abril & Kelly-McHale, 2015), currently, no studies within music education address the experiences of music students at Hispanic Serving Institutions (HSIs), as well as the music making practices, curriculum, and faculty experiences at HSI. This case study examined how a music department at an HSI served the needs of its racially minoritized student population. Research questions guiding this study included: In what ways do racially minoritized students make meaning of the intersections between their racial, cultural, and student identities; and, what barriers or success have these students experienced in their musical studies in relation to their identities? Themes emerged from the data included: devaluing of "whoness" (Davis, 2021), community centered values, and access to preparation for higher education.