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The student body in university science classrooms is increasingly diverse demographically and this change brings with it an increased chance of mismatch between professor’s expectations and students’ behaviors. Being aware of how cultural expectations influence teaching and learning is the first step in understanding and overcoming these mismatches in order to help all students succeed. This involves making expectations clear, particularly about homework requirements (Ludwig et al., 2011), and defining the line between collaboration and cheating (Craig et al., 2010). When possible, professors should be flexible regarding different cultures’ ideas of time (Hall, 1983), family obligations (Hoover, 2017), and the social power structure (Hofstede, 1986; Yoo, 2014). At the same time, professors should maintain high expectations of all students regardless of ethnic background (Rosenthal & Jacobson, 1968). Drawing from published research as well as interview and survey data, we highlight ways for both professors and students to create an atmosphere of belonging (Walton & Cohen, 2011) and an appreciation of people from all cultures (Museus et al., 2017).