This qualitative research study examined the role of student services practitioners in the success of minoritized graduate students at a 4-year private, Christian university. This study aimed to examine the practices of student services practitioners--including their experiential, philosophical, and practical approaches to student success--through a training series for professionals who actively engage with minoritized graduate students. This study sought to help practitioners identify the inherent cultural wealth of students and examine their role in developing a culturally responsive environment in which minoritized graduate students gain a sense of belonging in the campus community. Using Yosso's (2005) model of community cultural wealth (CCW) and grounded in ecological systems theory (EST) and critical race theory (CRT), this study sought to shift practitioners away from a deficit mindset toward an inclusive and equity-minded approach via enhanced understanding of culturally responsive practices and their impact on the campus community. Findings showed student services practitioners can significantly impact the success of minoritized graduate students by eliminating the environmental engagement students face in the campus environment. [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.]