The experience of second-year students has been the focus of many studies that have identified the broad concerns of the second-year experience, but limited attention has been given to how the experience differs for African American students. This study attempts to fill that gap. The research described here was part of a larger study examining the overall second-year experience for African American students. Utilizing Yosso's community of cultural wealth model, we examined the transition experiences of 11 African American students in their second year at a predominantly White institution (PWI) in the southeastern region of the United States and here address the findings relevant to residence life professionals.