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Latino students have become the largest minority group on college campuses and their numbers continue to grow (Fry, 2011). The largest generation of Latinos attending higher education institutions is the second generation of immigrants to the United States. This paper examines Phinney’s (1989) model of ethnic identity formation, Torres’ Hispanic identity model (2003) and Bicultural Orientation model (1999), and how high acculturation or Anglo-orientation affects the process of ethnic identity development for second-generation Latinos. It will also suggest ways that student affairs practitioners can assist students in moving toward a bicultural orientation by understanding their unique ethnic identity development process.