Chinese undergraduate student interaction with U.S. students and faculty shared significant relationships with positive perceptions of the U.S. campus climate in this study. Student interaction drew upon the contact hypothesis (Allport, 1954); faculty interaction drew upon Kuh and Hu (2001); and perceptions drew upon the campus climate for diversity (Hurtado, Milem, Clayton-Pedersen, & Allen, 1999). Student affairs practice suggestions extended implications for campus climate research in this original study on Chinese undergraduate students in the United States.