•Objectives: The aim of this study is to determine the degree to which college students in the United States endorse the Cultural (Mis)Attribution Bias, the belief that culture matters more for racial/ethnic minorities than for Whites. We hypothesized that students will rate more favorably a sample of minorities for a homework assignment on culture (Hypothesis 1), more favorably a sample of Whites for an assignment on psychology (Hypothesis 2), will indicate that psychological processes are more influential in shaping the behavior of Whites (Hypothesis 3), that cultural processes are more influential in the behavior of minorities (Hypothesis 4), and will believe that other college students endorse these views (Hypothesis 5). We expected none of these effects to be moderated by participant’s race/ethnicity.•Methods: Convenience sample of college students (N = 798), 48% racial/ethnic minority, 66% female, Mage = 19.02. We conducted an experiment and survey with the same sample.•Results: We found support for Hypothesis 1, no support for Hypothesis 2, partial support for Hypothesis 3, support for Hypothesis 4, and partial support for Hypothesis 5. •Conclusions: These findings provide clear support to the “minorities are more cultural” dimension of this bias, but less support for the “Whites are more psychological” dimension. These findings have important implications, as they document that a sample of college students endorse this bias in ways that are both consistent and different to older, more educated, and less diverse faculty.