This study explored the relationship between students' residence hall preference and ethnic identity. The study explored differences in ethnic identity development among first-year Chicano/Latino college students who actively requested to live on a culturally themed living learning community and were placed there; Chicano/Latino students who actively requested the culturally themed community and were not placed there; and those who actively requested to live in a non-culturally themed community. The sample of 116 students all resided in University owned housing of similar size, resources, and staff. Overall, results reflected students that requested and lived on the cultural floor differed only from the students that requested a traditional residence hall on scores of exploration and resolution , but not for affirmation. Students who requested the cultural floor but did not live there did not significantly differ from either group on any three of the subscales (exploration, resolution, and affirmation).