International graduate students pursue education in the United States for academic, financial, and social opportunities (Cherallaj et al., 2008; Rodriquez et al., 2019; Xan et al.,2015). Over the past decade, the number of international students entering U.S. graduate programs has fluctuated, influenced in part by changing federal policies and legislative actions that often present additional barriers (Cherallaj et al., 2008; Rodriguez et al., 2019).

These students bring valuable contributions to academic spaces, offering diverse experiences, innovative practices, cultural perspectives, and unique identities (Cherallaj et al., 2008). Their presence enhances global competence among peers, faculty, and institutions (Zhou, 2022). Many are drawn to the U.S. for its rigorous academic programs, abundant research opportunities, and potential for financial mobility (She & Wotherspoon, 2013; Szelényi, 2008). However, international graduate students often face significant challenges, including language barriers, cultural adjustment, and differences in academic expectations (Kuo, 2011; Lin et al., 2014; Rodriguez et al., 2019).

Approximately 65 percent of doctoral students enter graduate programs intending to pursue academic careers, with a strong emphasis on teaching (Cornell, 2020). During their programs, many serve as graduate teaching assistants (GTAs), using the role to develop teaching skills and gain professional experience (Chadha, 2015). Research highlights teaching assistantships as critical opportunities for doctoral students to engage in the socialization process necessary for academic careers (Austin & McDaniels, 2006; Collins, 2022; Sadera et al., 2024). These positions should not only provide teaching experience but also support the development of pedagogical and andragogical competencies.

To further enhance their teaching skills, many students seek additional support through graduate teaching certificates, college teaching workshops, or structured pedagogical training programs. International students participating in these roles and programs often encounter more obstacles than their domestic peers. Targeted, interculturally responsive programs have demonstrated broader impacts, including increased GTA self-efficacy, more effective teaching practices, and stronger student-centered learning environments (Collins, 2022; Meadows et al., 2015).

This qualitative study, part of a larger research effort, explored the experiences of international doctoral students engaged in structured pedagogical training programs at U.S. institutions. Participants were primarily from various Asian countries, pursuing doctoral degrees in education, with most having prior experience as educators before entering their programs. From this investigation, three major themes emerged: reflective and effective teaching experiences, the unique challenges and motivations faced by international graduate students, and the ways in which they navigate mentorship and support structures.

Based on these findings, we offer recommendations for institutions and future doctoral students. These include intentionally enhancing training experiences for international doctoral students, fostering inclusive practices and community-building within graduate programs, and developing tailored mentorship and support structures that address the unique needs of this population.

Keywords: International, graduate, pedagogy.