Schools are recognized as sites where raciolinguistic ideologies operate, impacting Spanish- and African American Vernacular English-speaking students' education. However, it is often assumed that Indian American students are unaffected by these ideologies. This is fueled by headlines about Indian Americans excelling at spelling bee competitions, depicting a successful "model minority." Yet, Indian American students, like other racialized students, are perceived through a lens of racial hierarchy that positions their language practices as a deficit to White, English-monolingual students and in need of remediation. This dissertation study uses a raciolinguistic perspective to focus on the racial and linguistic experiences of Indian American students in the U.S. education system. This study uses an exploratory case study design to present the experiences of six Indian American students studying at a large Midwestern university in the United States. The key findings of this research study uncovered insights into the challenges and systemic biases faced by Indian American students as a result of raciolinguistic ideologies. These ideologies contribute to the marginalization of these students within educational policies, structures, and interpersonal interactions. The findings also highlighted a complex interplay between the internalization of raciolinguistic ideologies and active resistance exhibited by Indian American students. All participants had experienced accommodating and/or internalizing raciolinguistic ideologies at various points in their lives. However, the majority of participants also demonstrated critical thinking, questioning, and active resistance to the raciolinguistic ideologies that promoted the idealized linguistic practices of Whiteness. This research challenges the invisibility of Asian Americans in the discussion of racial (in)equity and the harms of dominant raciolinguistic ideologies. Additionally, this research not only sheds light on the challenges faced by Indian American and Asian American students but also contributes to our understanding of how race and language intersect, affecting students from minority communities. Furthermore, this research emphasizes the pressing need for social justice and equal educational opportunities for students from diverse backgrounds. Finally, it highlights the significance of recognizing and addressing raciolinguistic ideologies in educational environments to establish inclusive spaces that appreciate linguistic diversity, encourage cultural identity, and enable all students to thrive. [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.]