This qualitative research study examined ethnic identity development among underrepresented students of color at a selective, research intensive, predominantly White university. The objective focused on influences of the campus experience on students' ethnic identity development when they entered and as they prepared to graduate from college. Students were asked to reflect on how development of their ethnic identity intersected with outcomes as critical thinking, communication skills, and sense of competence. Findings include an increased learning about one's ethnic group has cognitive and noncognitive benefits. Students felt further development of their ethnic identity had a considerable, positive impact on their sense of competence, sense of belonging, interpersonal relationships, and commitments. Institutional and policy implications are discussed.