This study examined the relations between Muslim students’ college experiences and their socioemotional and academic adjustment. Further, the role of students’ Muslim identity centrality in moderating these relations was assessed. Participants were 154 Muslim students attending U.S. colleges. Hierarchical regression results indicated that higher frequency of positive experiences related to being Muslim was associated with more positive affect, greater sense of belonging, and greater vigilance about anti-Muslim bias. Higher frequency of negative experiences was associated with greater vigilance as well as feeling more rejected. Muslim identity centrality was positively related to academic self-efficacy and vigilance but was negatively associated with feelings of rejection. For students with low Muslim identity centrality, more frequent positive experiences predicted greater self-efficacy. Findings indicate the importance of creating inclusive academic environments that could facilitate Muslim students’ positive experiences related to their religious identity and support sustaining a religious identity as a Muslim.