This study explored white students' levels of racial/ethnic identity development and whether pre-college characteristics and patterns of participation in curricular and co-curricular activities influenced identity development. Students in the study attended a predominantly Hispanic two-year institution in southern California (referred to as California College). This study offers insight into the experiences of students who are not typically members of a minority group. Racial/ethnic identity development theory serves as a framework for understanding student development. Recommendations for the host institution focus on examining faculty and administrative cultures, assessing campus climate, and creating avenues to promote racial/ethnic identity development.