Despite evidence for the academic and psychological benefits of racial/ethnic minority (REM) students enrolling in minority-serving institutions, REM college students' graduation rates have been consistently lower for White students across institutions. The current study examined REM graduation rates and associated risk factors in a campus with no-racial/ethnic majority (NRM). The findings indicated that (1) the graduation rates of REM (Black and Latinx) students were higher at the NRM institution than national averages, with little disparity in NRM graduation rates among racial/ethnic groups, (2) REM female students graduated at higher rates than Asian and White male students, and (3) self-reported stress and registration status predicted college completion. Moreover, traditional predictors, such as household income, gender, and parental education, were not associated with college completion. A separate analysis of graduation rates at colleges high versus low in racial/ethnic diversity also revealed little graduation disparity among racial/ethnic groups when diversity is relatively high. The results support the hypothesis that REM students thrive academically in educational settings where no single racial majority exists.