Racialized language ideologies continue to shape the educational trajectories of students of color, yet the experiences of South Asian American students remain largely invisible in this discourse. Grounded in a raciolinguistic perspective and the concept of double linguistic consciousness, this article examines how Indian American undergraduate students navigate raciolinguistic ideologies in the U.S. education system and beyond. Raciolinguistic ideologies, which construct the language practices of communities of color as a deficit, play a central role in shaping the educational and social experiences of students of color, including those from immigrant and multilingual backgrounds. This qualitative study, based on in-depth interviews, was conducted with five Indian American undergraduate students studying at a large Midwestern university in the United States. The findings highlight how Indian American students actively engage in self-reflection, question dominant linguistic norms, and strategically use language and accent to resist marginalization and affirm their cultural identities. Rather than passively accepting racialized linguistic expectations, students assert agency in both subtle and overt ways, across educational and everyday contexts and relationships. This research contributes to a more nuanced understanding of racialized linguistic identities and highlights the complex, agentive ways Indian American students navigate and resist raciolinguistic oppression.