The purpose of this qualitative case study was to investigate how Latinx students perceive the campus climate in curricular and cocurricular settings at a four-year public Hispanic-Serving Institution (HSI) in Texas. In addition, the study examined Latinx students' understanding of the HSI designation and how their expectations of institutional diversity and inclusion are shaped by this awareness. Specifically, the study explored elements of the climate for diversity, as related to the Multicontextual Model for Diverse Learning Environments (Hurtado et al., 2012), including classroom experiences, cocurricular experiences, and relationships with faculty, staff, and peers. The primary sources of data included interviews with a total of eight participants and a collection of university documents. Results indicated that while the participants mainly described the campus climate as positive, there were a few instances of bias and exclusion reported. The saliency of Latinx, first-generation college student, and commuter identity were also significant for students. Additionally, classroom diversity and relationships with peers, faculty, and staff shaped their cocurricular and curricular experiences. Lastly, most of the students lacked general knowledge about HSIs, and the participants noted areas to enhance student success and support for Latinx students. [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.]