Multiculturally congruent classroom learning environments have remained elusive in United States higher education as colleges strive to recruit, retain, and educate an increasingly diverse population. Frustrations run high amongst domestic and international students of color who find collegiate classrooms in the United States difficult to negotiate and often pedagogically incongruent with their own ways of learning and interacting. This article offers findings from a qualitative research study of four professors identified as multiculturally empowering by minority and international students in their college. Results are derived from three qualitative methods of data collection including faculty interviews, student interviews, and classroom observations. Findings suggest six elemental dynamics necessary for college professors to develop and facilitate empowering multicultural learning communities: (a) climate of safety, (b) spirit of risk taking, (c) congruence, (d) reciprocal relationships and roles, (e) multiplicity, and (f) reciprocity. Implications for teaching in cross-cultural collegiate environments are included. (Contains 1 figure.)