This exploratory, phenomenological qualitative study explored how a single, relational micro-intervention focused on respectful conversation across difference might influence sense of belonging and level of curiosity among participating community college students. The study also explored the implications of this intervention for improving campus climate and increasing student persistence, retention, and success. Key findings relate to the process of moving from other and unknown to connection and rapport, significant when viewed through the lens of the Framework for Individual Diversity Development. Though students expressed pre-conceived notions, they built rapport across differences through the experience of engaging in a relational micro-intervention, leading many to express comfort, connection, and respect for their paired partner and other "others" in their lives. Findings indicate that semi-structured, relational micro-interventions may help students establish rapport and find commonality across difference, laying the foundation of small-scale relationships and influencing students' sense of belonging and level of curiosity. This can ultimately improve campus climate, persistence, retention, and success.