Background <p>Belonging is vital for all graduate students’ well-being, yet many BIPOC students at Predominantly White Institutions (PWIs) face complex forms of bias that go unaddressed by institutions. Supportive university climates with Diversity, Equity, and Inclusion (DEI) resources can foster a sense of belonging; however, recent federal and state laws have diminished identity-specific supports.</p> Theoretical Rationale and Methodology <p>This empirical qualitative study describes and evaluates DEI interventions designed to support BIPOC graduate students at one PWI in the Intermountain Western United States. Guided by intersectionality theory, the design, data collection, and interpretation centered on the lived experiences of individuals at the intersections of diverse social identities. The objectives were to explore BIPOC graduate students’ perceptions of university climate, examine the impact of DEI interventions on their belonging and well-being, and identify gaps in supports. Data collection involved four focus groups (<i>n</i> = 19) with representation across 16 academic programs.</p> Results <p>Analysis revealed that BIPOC graduate students expressed a need for increased institutional support. Participants identified perceived gaps in faculty training regarding DEI, the need for more BIPOC faculty, and the necessity of financial packages providing a living wage. They noted that DEI services create crucial counterspaces that foster belonging and community, supporting their well-being. However, they described challenges related to bias and cited gaps in institutional accountability.</p> Discussion/Implications <p>This manuscript highlights the value of structural support for BIPOC graduate students at PWIs, calls for sustained DEI interventions, and serves as a guide for institutions seeking to strengthen this work.</p>