Authors: Kamila Redd, Kevin Kennedy, Markus BrauerAbstract: Despite attempts to promote inclusion in STEM, disparities in belonging, academic achievement, and experiences of discrimination persist between students of color and their White peers. In alignment with the Louis Stokes Alliance for Minority Participation’s (LSAMP) focus to better understand the factors contributing to STEM disparities among students of color, we administered a climate survey at three Wisconsin Alliance for Minority Participation (WiscAMP) universities (N = 3,370). Unlike traditional surveys, our survey included closed and open-ended questions about the people and the behaviors that shape students’ educational experience, creating a basis for actionable improvements. Overall, students reported positive experiences, with few differences between students of color and White students. Students of color identified peers rather than instructors as the target audience for future behavioral interventions, and they described behaviors that had the biggest impact on their educational experience. They also reported ambivalent mental health with high levels of anxiety and stress. We briefly review (a) past initiatives at participating universities that may provide context for positive student experiences, (b) effective methods to design behavior change interventions for a specific target audience, i.e., how to get students to behave more inclusively towards their peers, and (c) recently developed best practices to improve students’ mental health. In sum, our article provides insights for LSAMP and STEM leadership to help students of color have a positive experience at higher educational institutions.