This multi-institutional qualitative study included an examination of foreign-born, undergraduate, immigrant college students' interactions with faculty members and student affairs professionals. Individual interviews with 103 immigrant students--representing over 40 countries--were collected across three U.S.-based institutions. Using Bronfenbrenner as a guiding framework and Charmaz's constructivist grounded theory, three main theoretical categories that impact students' sense of belonging emerged: navigating the system, encountering injustices, and seeking validating relationships. Implications for student affairs practice are highlighted.