The sophomore resident assistant (RA) experience exists at the point where the sophomore experience and the RA position intersect. Sophomore students contend with specific transition struggles and challenges unique to their class standing as they make decisions about their sense of purpose and future career, and those who choose to become RAs face even more demands. The purpose of the current study was to explore the sophomore RA experience by examining the associations between specific factors attributed to the sophomore student (gender, expectations, and GPA), resident assistant position factors (role of the hall director, training, expectations, and work/life conditions), and the outcomes or output measures (job satisfaction, turnover intention, and RA self-efficacy). Results indicate a different experience for those RAs who voluntarily left their RA position and provide a structure by which to understand the relationship amongst the sophomore RA experience factors. The implications from the study suggest that the RA position may serve as an unintentional Sophomore Year Experience (SYE) program for sophomores hired as RAs. The training and support embedded in the RA position may ultimately prepare sophomore RAs for their own transition throughout their sophomore year and provide a foundation for sophomore year success.