The influence of Western ideologies in Ghanaian higher education is undeniable and scholars have long called for a reframing of higher education policies to reflect the desires, culture, and institutions of Africa. Using a historical and reflective narrative approach, this article explores institutional identity within the higher education context in Ghana, West Africa. Because U.S. policy theories often attempt to ignore the influence of values on the policymaking process, this article aims to understand how institutional identity in higher education is influenced by conceptions of race. Revealing that her individual notions of identity are fluid and a product of both Western and African beliefs, the author concludes that her willingness to challenge these concepts was deepened after being immersed in the Ghana Study Abroad in Education experience and in (re)membering her African cultural connections and concludes with policy recommendations for balancing the needs of identity development with a culture of institutional collectiveness.