Prior research documents that, even after controlling for a variety of potentially potent student background and achievement factors, education abroad exerts favorable effects on indices of college student success, such as timely college completion. Racial-ethnic minority students, however, are both generally underrepresented in education abroad participation and can be disproportionately at risk of not completing their degrees. This article reports findings from the Consortium for Analysis of Student Success through International Education (CASSIE) to assess whether racial-ethnic minority students receive a boost in student success by virtue of studying abroad. CASSIE received data from 36 U.S. institutions covering Fall 2010 and Fall 2011 first-time freshman cohorts. The final sample consisted of 221,981 students, 30,649 of whom had studied abroad. Using statistical matching techniques to minimize effects of confounding factors such as high school grade point average (GPA) or college major, students from six racial-ethnic groups who studied abroad were compared with students from their own groups who did not. Results showed that racial-ethnic minority students who participated in education abroad demonstrated a higher likelihood of timely graduation and higher GPA at graduation, relative to otherwise similar students who did not study abroad. The magnitudes of those benefits exceeded those increments experienced by White students. Racial-ethnic minority students who studied abroad on average required a few additional credit hours at graduation, yet time to graduation was fractionally lower compared to students from the same racial-ethnic group who did not study abroad. These findings warrant strong efforts to recruit and support racial-ethnic minority students to participate in education abroad.