When refugee-background students come to college, they have often been through life experiences, including forced migration, that distinguish them from their peers. Because pursuing higher education often represents a challenge for this population, it is important to understand what practices in college may help them to achieve their personal goals. Using the concept of communities of practice as a heuristic (Lea, 2005), this chapter analyzes the experience of six refugee-background students, investigating their self-reported growth and accomplishments in college against the backdrop of their membership in various communities. Data collection included monthly interviews in the first year of college and an exit interview in the semester before graduation. Data analysis followed qualitative methods and was recursive and inductive. Findings indicate that these students felt particularly legitimized in communities of practice that were not part of their core academic requirements. Participation in these non-academic communities supported the construction of positive identities and the development of a sense of belonging and legitimacy, thus contributing to student persistence. This study has implications for mentors and advisors who work with refugee-background students in college.