Student perception studies of experiences in higher education face a significant gap in understanding. To address this gap, this study analyzed the shared educational experiences of students from diverse backgrounds through dialogue. Seeking to explain how students of the Euroculture Erasmus Mundus Master of Arts Program positioned themselves in their educational experiences, this study conducted focus groups of current and previous Euroculture students. Five focus groups, each consisting of two to four students, discussed a variety of questions pertaining to their educational experiences ranging from background information to influences on personal perceptions of education for an hour and a half. Results showed three main conclusions. First, commonalities amongst most groups in the form of terms used and ideas presented proving that there are certain notions and ideas common to students in shared educational experiences regardless of discussion with others. Second, that individual backgrounds, family influences, personal views, and goals all make far more of a difference in how students discuss their educational experiences and position themselves within them than other generalized factors such as country of origin. And third, even coming from different cultural and personal backgrounds, students always find a way to relate and share commonalities when discussing their experiences, thus bringing a level of solidarity among students to educational experiences.Student perception studies of experiences in higher education face a significant gap in understanding. To address this gap, this study analyzed the shared educational experiences of students from diverse backgrounds through dialogue. Seeking to explain how students of the Euroculture Erasmus Mundus Master of Arts Program positioned themselves in their educational experiences, this study conducted focus groups of current and previous Euroculture students. Five focus groups, each consisting of two to four students, discussed a variety of questions pertaining to their educational experiences ranging from background information to influences on personal perceptions of education for an hour and a half. Results showed three main conclusions. First, commonalities amongst most groups in the form of terms used and ideas presented proving that there are certain notions and ideas common to students in shared educational experiences regardless of discussion with others. Second, that individual backgrounds, family influences, personal views, and goals all make far more of a difference in how students discuss their educational experiences and position themselves within them than other generalized factors such as country of origin. And third, even coming from different cultural and personal backgrounds, students always find a way to relate and share commonalities when discussing their experiences, thus bringing a level of solidarity among students to educational experiences.