International students benefit U.S. higher education institutions in multiple ways including intercultural exposure and additional revenue. However, discrimination, mental health conditions, and negative experiences can have a negative impact on the international student experience. This quantitative study used an asset-based approach, the Culturally Engaging Campus Environments (CECE) model, to explore how U.S. post-secondary institutions can create a positive experience and support diversity development for undergraduate Chinese international students (CIS) from the People's Republic of China. Structural Equation Modeling examined how students' reports of institutional support variables based on the CECE model were related to CIS U.S. diversity development and institutional satisfaction variables. Culturally Engaging Coursework, Cultural Validation, and Quality of Interactions variables positively directly or indirectly impacted CIS' Understanding U.S. Diversity and Institutional Satisfaction outcomes. A domestic student comparison group had similar results. Results demonstrate how institutional initiatives related to U.S. diversity can possibly aid in international and domestic student diversity development as well as assist in improving students' reports of quality of interactions with others on campus and institutional satisfaction.