Sense of belonging has been associated with increases in perceived task importance, along with motivation and academic achievement. These factors indicate that sense of belonging may be an important and relevant concept to consider when preparing clinicians to practice cultural humility, which entails a commitment to lifelong learning. This study utilized qualitative data to examine 20 undergraduate students' experience of belonging in an undergraduate cultural and linguistic diversity course. Additionally, pedagogical practices and student identity-related factors that promote belonging were explored. Results revealed four interrelated themes that characterized how students experienced belonging in the course. Salient components of belonging as they relate to a diversity context are discussed. Additionally, practice recommendations to foster sense of belonging in the classroom are provided.