Despite longstanding efforts to promote cultural diversity and inclusion, music education in the United States continues to reflect discrepancies between stated initiatives and the representation of historically marginalized groups in the field. Specifically, Latiné students, the largest minority group in the U.S., remain underrepresented across music education contexts. In higher education, these students leave preparation programs at disproportionately high rates and fewer than 2% of music teacher licensure candidates identify as Latiné. Yet, these disparities have not been fully addressed in the music education research literature. Therefore, the purpose of this literature review was to gather, critically examine, and synthesize literature published between 2013 and 2024 that addresses the experiences of Latiné undergraduate music education students in the U.S. The central question guiding this review was: What does the current research reveal about Latiné music education students in U.S. colleges, including key findings and identified challenges? As part of the selection and collection process, I conducted a systematic search across multiple academic databases. Peer-reviewed scholarly articles, dissertations, and other academic publications were screened using a defined set of criteria, yielding 21 studies that focused on Latiné students as primary participants or predominantly featured them in the findings. The selected studies were analyzed using a qualitative approach to examine patterns, meanings, and identify gaps in the literature. Analysis revealed five main thematic categories: socioeconomic and sociocultural factors; access and systemic barriers; cultural and identity disconnects; issues of representation and retention; and Latiné personal traits and assets revealed in research. Collectively, the findings highlight the under-researched status of Latiné music education students and the persistent deficiency in long-term support for retention and success. The evidence points to an urgent need for intentional curriculum reform, enhanced support structures, and increased Latiné representation within higher education. Additionally, the review underscores the importance of incorporating more comprehensive methodological research approaches that attend to the diversity within, among, and between Latiné community members. By addressing these critical issues and gaps, music education may foster a transition toward a more equitable and diverse musical academic landscape. Comments: Thanks for this really interesting abstract. A few things that might help to further clarify and establish the importance of your work in this area would be to consider the proportions of the abstract. I would have liked more detail on the size and scope of your literature review, including any relevant analysis of the authors/types of papers published, how the papers were analysed, and then a couple more sentences on your actual findings. This will help to put the implications into greater perspective. This is a well-articulated abstract with a strong rationale and a clear sense of purpose. The gap is stated clearly, and the themes emerging from the review are communicated well. The overall structure is sound, and the case for why this area needs attention in music education is convincing. The writing is generally solid, though some of the early sentences are a little dense and could be tightened for better flow. A brief mention of the review process or analytical approach would help situate the methodology more clearly. The implications are appropriate, but they take up a fair amount of space and could be expressed more succinctly. Thank you for your detailed feedback!