Higher Education Institutions (HEIs) across the United States have identified intercultural competence as a priority for students in the modern, globalized economy. Increasingly, institutions utilize an intersectional approach to understand how individuals from different backgrounds engage with global learning and international educational experiences. This is an exploratory study which examines the association of institutional diversity and individual students' race/ethnicity with the outcome of global learning. The study includes two women's colleges: a predominantly white (77%), faith-based liberal arts institution in the US Midwest and a majority-minority (61%) liberal arts college in a Southeastern metropolitan area. Findings indicate that incoming students at the majority-minority college have higher Global Perspectives Inventory (GPI), (Braskamp, Braskamp, Merrill, & Engberg, 2012). scores when compared with the students, pre-study abroad, at the predominantly white institution (PWI) and that people of color (minority group members) had higher GPI scores than their white peers. Moreover, white students entering the majority-minority college had higher self-reported intercultural competence than white students at the PWI. Finally, controlling for majority/minority group status, institutional racial/ethnic makeup predicted GPI scores such that being a student at the majority-minority was associated with higher intercultural competence scores. Implications for institutional diversity are discussed as they relate to intercultural competence initiatives and outcomes.