Developmental immigrant students are a growing phenomenon in the United States, a growing population in higher education, and a growing presence in undergraduate classes, and like their mainstream developmental counterparts, many are academically underprepared for the rigors of college (Goldschmidt & Ousey, 2011), sometimes prolonging, or even preventing their pursuit of higher education. For this cohort of developmental students, learning outside of the classroom is as important as learning inside of the classroom: Learning beyond the classroom walls not only enriches what these students have learned in class by bringing the "American experience" to life, but it also enhances the students' role as global diplomats, both on and off campus. [For Part 1 see, EJ960412.]