This study explored how collegiate norms of independence characterized the early collegiate experiences of men of color. More specifically, this study focuses on how men of color received cues and responded to collegiate norms that accentuate independence. Two prevalent themes that centered on internalization of normative expectations of independence emerged from the data. The first theme highlighted how participants received spoken and unspoken cues about autonomous academic expectations that affected their academic success. The second theme linked normative expectations of independence with suppressed help-seeking behaviors. Findings provide a holistic perspective for understanding why this population may not proactively seek out help. Implications for practitioners are discussed.