This project examined whether self-identification as a Latinx student impacted self-reports of communication apprehension and willingness to communicate. This study sought to investigate how the communicative experiences of Latinx college students enrolled in a general education oral communication course at a large, Hispanic-serving state university located in southern California may differ from previous studies of communication apprehension and willingness to communicate completed with less ethnically diverse student populations across the United States. Co-cultural theory (Orbe, 1998a) is used to theoretically ground this research, and to provide clarity on the traditional communicative roles of racial and ethnic minorities when communicating with, and around, dominant group members. This project uses quantitative modes of inquiry, specifically survey research, in this investigation. An online survey comprised of three scales was administered to students (N=603) of all majors enrolled in a general education oral communication course. The scales included in the survey were: the Multigroup Ethnic Identity Measure (MEIM, Phinney, 1992); the Willingness to Communicate Scale, (McCroskey & Richmond, 1987); and the Personal Report of Communication Apprehension (McCroskey, 1982). The findings of this research support dismantling of the antiquated models of deficit thinking with regards to Latinx student populations and communication. This study hopes to contribute to the growing body of research on inclusive communication education and pedagogy in college classrooms.