This dissertation explores the perceptions and experiences of international students from China and Hong Kong with diversity courses. Using theoretical frameworks that examine the diversity classroom, informal interactional diversity, a diversity typology used to categorize diversity courses, intergroup peer relationships and student acculturation, this study examines how student learning in diversity courses contributes to building intergroup peer relationships. In reviewing student acculturation, how student perceptions of intergroup peer relationships can vary by their acculturation level is also explored. Through individual student interviews and results from an acculturation survey, the findings from this study show the significant knowledge on topics in diversity courses gained by international students. Student knowledge and understanding of diversity was supported by peer interactions in discussion sections, various classroom learning engagements and the positive role provided by teaching assistants. The peer interactions further allowed students to develop friendships with their peers and led to the changing of student attitudes around diversity issues. Finally, the students' level of student acculturation supported their ability to build intergroup peer relationships. This study has multiple implications for international students in diversity courses and our institutions. For international students, support in choosing diversity courses, smaller classroom environments, the teaching styles of faculty and the use of various learning engagements, such as debates, presentations, group projects and the use of popular culture in diversity courses support their learning and interactions with peers. [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.]