Well-being is pertinent concern in higher education, especially as it relates to residence life staff who have substantial outside-the-classroom responsibilities for students' health, safety, and development. Resident assistants (RAs) assume significant roles and can experience secondary trauma from encountering various crises during the course of their jobs, and minoritized RAs can be even more vulnerable to the effects of such trauma. This article reports the results from qualitative interviews with 21 resident assistants with one or more minoritized identities attending one of four different higher education institutions in the U.S. Findings from this study report two main themes revealing that the occupational experiences and contexts for RAs with minoritized identities have the potential to shape other dimensions of their well-being. In particular, this study describes the types of disruptions that can affect the well-being of resident assistants with minoritized identities and the strategies they utilize to mitigate the disequilibrium. Being better attuned to the experiences of resident assistants with minoritized identities is critical for fostering equitable success through inclusive and affirming environments. [Discussion questions developed by Kendall Pete.]