ABSTRACT
An interpretive phenomenological analysis was conducted to explore the marginalization and discrimination experienced by 10 international counseling students (3 master’s and 7 doctoral) in CACREP-accredited programs. Five master themes were identified from semi-structured interview data. Participants’ experiences revealed subtle and covert marginalization, institutional invisibility of international identity, and interlocking systems of oppression, while responding to these challenges through acculturation and self-advocacy, and building supportive networks. Moving beyond the traditional acculturation-focused research on international students, the current findings highlight how relational, institutional, and systemic barriers create inequitable learning environments for international counseling students. Implications address the need for tailored support for international counseling students and call for systemic changes among faculty, programs, and the field of counselor education. By centering on the marginalization and discrimination faced by international counseling students, this study seeks to promote belonging, systemic inclusion, and equitable professional development environments.