This study is an investigation into a 15-month accelerated undergraduate nursing program and the minority student experience. Using a mixed methods approach, this research addressed the following questions: 1. What was the retention rate for students enrolled in the accelerated nursing bachelor's program and how did that differ by race? 2. What was the relationship between personal characteristics (e.g., race and ethnicity) and student outcomes? 3. How did the Metropolitan College of Nursing (MCN) environment influence the student of color experience? Quantitative analysis provided broad context for this study and statistical results showed that minority students in the sample graduated at a rate lower than that of the overall group. Black students had the lowest rate in the sample. Further statistical analysis showed that there were significant relationships between personal characteristics (e.g. race, gender, and tuition balance) with outcomes such as graduation status, the time needed to complete the degree, and first time results on the state licensure exam. The initial analysis informed the selection of nine minority students who were interviewed about their experience in the program. Using Hurtado, Milem, Clayton-Pederson, and Allen's (1998) campus climate model as a guiding framework, qualitative data was organized by theme into four categories: institutional context, structural diversity, psychological and behavioral dimensions. Student expectations and perceptions of the academic environment, which included classroom, off-campus clinical, and simulation settings, were explored. Students spoke in-depth about interactions with classmates, faculty, patients, and clinical staff. While there was agreement that each environment was generally welcoming, the need for increased diversity among the student and faculty population was identified as students experienced what they perceived as race-based microaggressions in each setting. In addition, socioeconomic status and gender were also identified by students as the basis for differential treatment. Recommendations included a dynamic student and faculty recruitment strategy focused on attracting and retaining members of underrepresented groups. In conjunction, additional programming such as cultural sensitivity training and mentoring groups were recommended to facilitate increasingly meaningful interaction between community members. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]