Foreign-born students of color arrive in the United States with racial and cultural orientations specific to their country of origin, which are often quite distinct from issues of race and racism within the U.S. context. This qualitative study examines the college experiences of 15 foreign-born students of color to address the research question: How do foreign-born students of color perceive and respond to racialized experiences and their racial minority status in the United States? The findings of this study reveal that traditional frameworks on race and racial identity development do not fully capture the perceptions and behaviors of foreign-born students of color. Our data reveal patterns that we offer as an emergent framework on Learning Race in a U.S. Context (LRUSC). Understanding how foreign-born students make meaning of racialization in the United States can give education researchers and practitioners more holistic insight into the educational experiences of this growing student population.