This paper examines whether colleges and universities in the United States striving to diversify their student communities are creating an inclusive environment that will effectively support these students throughout their academic careers. Current research on the experiences of students who identify as minoritized members of college communities indicate that a sense of belonging is critical for a student's success. Using three different student retention models, Tinto's Institutional Departure Model (1975), Spady's Undergraduate Dropout Process Model (1970, 1971), and Bean's Student Attrition Model (1980, 1982), this paper makes recommendations on how to foster a sense of belonging across vital aspects of the student experience to improve retention and student support. Key elements from these models are applied to the following areas: student affairs, academic and faculty affairs, the institutional workforce, and leadership.