This study examined the relationships between racial majority/minority status in schools, student ethnic identity, school engagement, and mental health among White students. The purpose was to identify whether or not White students were affected by their minority status in schools in a way similar to other traditional minorities. The sample included 182 White students from 6^th–12^th grade with a free or reduced lunch rate of 70% or higher. The findings suggest that White students who are racial minorities within their school context do not differ from White students who are racial majorities in their school context in regards to their mental health or school engagement. Findings do suggest, however, that the development of ethnic identity for White students is important for positive mental health outcomes and higher school engagement. Due to the dearth of the literature regarding ethnic identity development for Whites, future research should further examine these relationships.