This qualitative research study used constructivist grounded theory methods to explore the lived experiences of 11 queer and trans undergraduate college students of various racial and ethnic backgrounds in a cross-race intergroup dialogue (IGD) course. Using document analysis of course assignments and post-dialogue semi-structured interviews allowed for rich inquiry into how these queer and trans students made meaning of their intersecting identities, sense of belonging, cross-race relationships, and social justice commitments. This study contributes new knowledge about the meaning-making processes of queer and trans college students of various racial and ethnic backgrounds and the role that IGD plays in supporting their meaning-making. This study will help inform practice and scholarship about the experiences of queer- and trans-identified college students of various racial and ethnic backgrounds and how they make meaning of their intersecting identities, commitments to social justice action, find support, and foster belonging on campus. This study demonstrates the role that IGD can play in supporting the meaning making processes and community development of queer and trans college students.