We provide experimental evidence on the impact of specific faculty behaviors aimed at increasing student success for college students from historically underrepresented groups. The intervention was developed after conducting in-person focus groups and a pilot experiment. We find significant positive treatment effects across a multitude of short and longer-run outcomes. Specifically, underrepresented students in the treatment report more positive perceptions of the professor and earned higher course grades. These positive effects persisted over the next several years, with students in the treatment more likely to persist in college, resulting in increased credit accumulation and degree completion.