The minoritized identities of many resident assistants are rarely a topic of studies that evaluate their campus experiences, yet these identities are crucial in making these experiences positive. This qualitative research study helps fill this gap in the literature by reporting the experiences of 21 resident assistants with minoritized identities attending four different four-year institutions in the United States. Following the methodological strategies of constructivist grounded theory, our findings contribute new theoretical and practical knowledge on how identity-affirming microclimates can complement identity development, capacity building, and empowerment among resident assistants with minoritized identities. Our study's findings can be translated into practical implications that can be used by professional staff to support the creation of identity-affirming microclimates that actively champion skill development, team development, and appreciation through humanizing social justice praxis. [Discussion questions developed by Katie Boone.]