This paper examines how Predominantly White Institutions can improve retention and success outcomes for racially and ethnically minoritized students by adopting evidence based practices historically used at Minority Serving Institutions. Drawing from existing literature, historical analysis, and current policy contexts, the paper explains how the legacy of exclusion within higher education continues to influence campus climates and student experiences at Predominantly White Institutions. The review identifies ongoing barriers such as limited cultural relevance, inconsistent support structures, and recent reductions in diversity, equity, and inclusion programs driven by shifting political and legal pressures. Using frameworks that focus on culturally engaging environments and sense of belonging, the analysis shows that approaches developed at Minority Serving Institutions including cohort-based programs, identity affirming spaces, proactive advising, community centered support models, and culturally sustaining pedagogy are strongly connected to increases in belonging, engagement, and persistence. The paper concludes by recommending that Predominantly White Institutions implement holistic, culturally responsive, and student-centered strategies that address both structural and environmental barriers, emphasizing that these practices support minoritized students and strengthen outcomes for all learners.