My dissertation explored undergraduate Muslim students’ perception of and experiences with the campus religious climate at a public research university in the United States. Given the cultural dominance of Christian norms on U.S. campuses and the growing racism, xenophobia and Islamophobia in the country, my study sought to understand how U.S. and international Muslim students experienced the campus religious climate and negotiated dominant narratives about religion, Islam, and their religious selves in a secular/Christian-centric higher education environment in the United States. My study was grounded within postcolonial and decolonial conceptual frameworks that critiqued colonial power structures, questioned the epistemological hegemony of the west, and provided alternative ways of thinking and being in the world. Drawing from data collected through the narrative inquiry method, including 24 in-depth interviews with 12 Muslim students and a photo elicitation exercise, I examined the campus religious climate and analyzed the colonial, Eurocentric/Christian-centric discourse within higher education on religion and secularity and its influence on international and domestic Muslim students’ campus experience. My findings revealed that while Muslim identities were supported on campus to an extent, their worldviews were only accepted within the framework set by Christian/secular ways of being. Moreover, there was pervasive presence of Islamophobia and anti-Muslim racism within campus spaces, manifested through subtle biases, stereotypes, and institutional practices that marginalized Muslim students. These dynamics contributed to the erasure of diverse ways of living, thinking and being and reinforced western-centric ideologies within academia. The study highlighted the role of coloniality of knowledge and being in perpetuating these discriminatory attitudes and practices within higher education. Recommendations included the implementation of religiously and culturally competent support services, the hiring of Muslim advisors and counselors, and the integration of diverse religious perspectives into academic discourse. Overall, my research emphasized the urgent need for institutional interventions to address Islamophobia, promote religious inclusivity, and create supportive environments for Muslim students on campus.