This study tested a culturally informed model of academic well-being by examining effects of discriminatory experiences and social support on academic adjustment for 278 Latino youth. Models specified main and buffering effects of social support and compared contributions of support provided by parents, school, and peers. Data indicated that discrimination was associated with lower academic adjustment; social support buffered effects of discrimination on academic adjustment; and parental support was most predictive of higher academic adjustment. Combined sources of social support were more important than any one source alone. Implications for culturally specified research, preventive interventions, and for practitioners are discussed.