By interviewing current Swarthmore students regarding their language experiences on campus, I investigated how students interact with the ideology of ‘academic language’ and its effect on students’ understandings of belonging and success in college. The interviews highlighted that the language expectations set by the institution and higher education overall are failing to recognize students’ diverse language practices, creating barriers for students to engage with the content material in class and forcing students to look for alternative safe spaces for participation. Instead of relying on students to take additional steps to overcome these language expectations on their own, institutions like Swarthmore must work to recognize and value the linguistic practices that its diverse students bring to the classroom with them, building a more inclusive learning environment for all.