Initiatives across U.S. higher education institutions have championed diversity efforts as a top priority; however, effectiveness and overall benefits remain unclear, specifically of diversity support programs. Although universities' budgets have accommodated the costs of diversity initiatives, authentic motives and program executions remain ill-defined. Globalization and domestic demographic shifts have been significant contenders for diversification efforts. As of 2016, over 35% of the U.S. population was racially or ethnically diverse and roughly 48% of that population were enrolled in public school systems (Bocanegra et al., 2016; Dingel & Sage, 2020). For tertiary schools, the international student population has increased by 85% since 2005 (Rivas et al., 2019; Will, 2016). Therefore, the diversity landscape and needs of higher education are also transforming. This qualitative, interpretative phenomenological analysis investigated minority and underrepresented students' experiences with diversity support programs in a Southeastern American university. The theoretical framework of double consciousness provided the investigative lens for exploring students' lived experiences. After applying criterion sampling methods, I selected four Black students and two international students as participants. Open-ended interview questions were the primary data source. Overall, participants had positive experiences with diversity support programs. The findings suggest diversity support programs provide students a familiar sense of community that aid feelings of comfort and in building confidence. However, aligning with existing literature, findings also suggest these students embrace various actions of self-segregation. Future research should evaluate students' experiences and associated implications for higher education, including how diversity support programs contribute to student success, both academically and socially. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]