This qualitative action research study aimed to identify an effective strategy that would improve the overall experience of Black students and their sense of belonging at a small predominantly white institution (PWI) in upstate New York. Participants and data collected in Cycle 1 revealed that Black students often perceived campus environments to be hostile and unwelcoming. Such an environment directly affected Black students' collegiate experiences and their sense of belonging to the institution. Based on the findings in Cycle 1, the BIPOC Student Network Program was identified and was implemented as a strategy to improve Black students' experiences and connection to the campus. The goal of the BIPOC Student Network Program was to provide BIPOC students with a safe space to connect with a specific focus on identity exploration, professional development, and networking with BIPOC peers and professionals. The seven-week long series was co-facilitated by the researcher and a BIPOC professional at the research site to a group of BIPOC participants. Student participants offered critical feedback for the effectiveness of the BIPOC Student Network Program. While the study concluded that the BIPOC Student Network Program served as an effective tool to enhance Black Students' experiences and sense of belonging, it revealed that racism played a significant role in impacting Black students' collegiate experiences and sense of belonging. It is important that PWIs invest in an intentional effort to support Black students and other racially diverse student populations as they navigate the predominantly white environment. Offering BIPOC students a safe space to connect with BIPOC peers, faculty and staff is essential to their student success, campus experience and connection to campus. Implications for the research site include an ongoing assessment to track Black students' progress, implementing intersectional curriculum design for programming, partnering with first-year experience to enhance participation and establishing intentional infrastructure to support BIPOC students' success. [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.]