There are many factors that occur outside the classroom to impact a student's college experience. In fact, positive residential experiences have often been linked to greater persistence and graduation rates. This qualitative study examined the experiences of Black students in residential housing. Unique to this study, a student of color, peer-to-peer interviewing method was utilized to ensure student-driven methodology and to support trustful spaces for Black students to share their lived experiences. This study compared the residential experience of Black students living in identity-based living-learning communities to that of their peers living in traditional housing. The conceptual framework included theories of Black college student cultural identity development, living-learning community development, and mattering and marginality, with a focus on the out-of-classroom experience for Black students at predominantly White institutions. Findings showed the continued marginality experienced by Black students within campus housing and revealed the importance of shared racial identity to their retention and persistence. This study also highlighted the supportive environments that identity-based living-learning communities provide for Black students and the disparities created for those living in traditional housing, who defined mattering in terms of the marginality of their experience. The definition that Black students had of mattering and marginality differed from those within the national literature, indicating critical opportunities for future research.