The purpose of this study was to explore African American college students’ perceptions of how the meaning of skin tone bias is socially learned and how it affects perceived self-efficacy. The participants (N = 10) in this study were African American college students ages 18-21 at Villa Maria College. The ages of the participants were (M = 19.6, SD = .97, Mdn = 19.5) which included five males and five females who self-identified as African American. This study adopted a qualitative case study methodology using a thematic analysis. It answered the following research questions: what are the socially learned perceptions of intercultural skin tone bias in African American college students; what are their perceptions of how it affects perceived self-efficacy in general or given domains; and how do family members, peers, or friends influence perceptions of self-efficacy? Three major themes emerged from the research questions. The findings were 11 patterns from the three themes. The first theme was: Learned Perceptions of Skin Tone Bias. The patterns under this theme were a connection between dark skin and negative events; the perception that others perceive lighter skin as preferential; the perception that being dark and having an African phenotype is the subject of mockery; the belief that dark-skinned African Americans are perceived as lower members of a caste system; a perception of how others view beauty and dark skin; and a learned perception that dark skin tone is associated with negative behaviors and lighter skin is preferential and/or superior. The second theme was: Perceived Self-Efficacy. The patterns under this theme were beliefs in fairness, justice, and equality; the belief that light skin is advantageous; and determination, fortitude, and/or willpower. Theme three was: Influences of Family, Peers, or Friends. The pattern under this theme was perceptions and experiences of light and dark-skinned family members.