This study explored the interaction of multiracial identity development and college campus contexts in the experience of 24 biracial or multiracial college students attending three institutions an Ivy League university, a Catholic university, and a liberal arts college. The study applied qualitative grounded theory as framed by postmodern racial identity theory. Individual interviews were held with all participants; participants provided written responses to a questionnaire; focus groups were conducted with three to four students on each campus; and observational field notes and archival data for each campus were collected and analyzed. The study identified two main themes: the notion of space and the impact of peer culture. Analysis indicated two types of affiliative behavior ("nomads" and "nesters") and five patterns of occupying identity-based space on campus: (1) students chose one existing monoracial category; (2) students moved between existing monoracial categories; (3) students created a new "multiracial" category; (4) students opted out completely by deconstructing the category of race or choosing not to identify with any race; and (5) students moved between or among the above options. The major determinants of students' identity choices were campus racial demographics and peer culture. (Contains 44 references.)