Black, Indigenous, and People of Color (BIPOC) faculty and staff are influential in the recruitment and retention of intercultural students to higher education institutions. This study sought to investigate and strengthen the recruitment experiences of BIPOC students as they navigated the process at a highly competitive, predominantly white institution in the Northeast. Participants and data collected in Cycle 1 consisted of BIPOC admissions and student success professionals, current Black and Latinx students, and parents and guardians of current Black and Latinx students who offered insight into the existing multicultural student recruitment model. Action steps were designed, implemented, and evaluated in Cycle 2 to offer more opportunities for students to engage with BIPOC faculty and staff and current students during their recruitment and enrollment process and throughout the completion of their degree. The Admission's BIPOC Community of Volunteers was created to serve as a committee of invested faculty, students, and staff who helped design and support admissions programming, acted as resources and reference points for incoming and current students of color, and established kinship relationships with this student population based on shared racial and ethnic group identities. Evaluation of the results of the Action Research study included a thorough assessment of this committee's experiences of being part of the admissions events planning process, a role that traditionally would not have been part of their work at the institution. Admission's BIPOC Community of Volunteers participants provided critical feedback that assisted in the evaluation process. We have shown that creating such a community to support admission's recruitment programming and outreach initiatives strengthens the intercultural student recruitment process, by outlining to students the resources available on campus and key people who understand their lived experiences as minority group members. Implications for the organization included outlining the need for campus leadership to be more intentional about fostering a diverse and inclusive campus community; examining existing infrastructure that supports the transition of BIPOC students to a predominantly white space; and incorporating intentional programming that connects incoming intercultural students to BIPOC faculty and staff before they arrive on campus, so they have an established village of support after matriculation to the institution. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]