Social identity literature suggests college is a critical time for students' identity development. However, there is a lack of studies exploring the experiences of Asian American Pacific Islander (AAPI) and lesbian, gay, or bisexual (LOB) college students. This gap in the identity development literature also affects the ways in which postsecondary educators interact with and support these students' success. Therefore, the purpose of this study was to explore the experiences of AAPI LOB college students at four-year colleges and universities by examining the intersectionality of their ethnic identity and sexual identity. A basic qualitative approach was used to collect data via one-on-one ethnographic interviews with 21 current AAPI LOB undergraduate students at six local colleges and universities. Findings indicated that AAPI LOB students experienced complex dynamics at the intersectionality of their ethnic identities and sexualities. Participants' ethnicity and family inextricably influenced their understanding of their identities. Students moved from an externally to internally defined identity through making meaning of and mediating tensions at the intersection of their ethnic identity and sexuality. Furthermore, college provided students with a safe and supporting setting to explore their identities and thrive. Discussion of the major themes provided insight on how students made meaning of the intersectionality of their identities, how students develop their identities, and how their identities impact their college experiences. From this discussion, implications were drawn and recommendations were provided for educators who may interact with AAPI LGB college students. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]