ABSTRACT
This transcendental phenomenological study aimed to explore international counseling students’ (ICSs’) lived experiences in multicultural counseling classes. Semi-structured individual interviews were conducted with 17 ICSs, six of whom also completed focus group interviews. Data were analyzed using Moustakas’s transcendental phenomenological framework. Findings reveal five major themes: (1) origins of studying in the United States, (2) class engagement, (3) feeling like an outsider, (4) instructors and instruction make a difference, and (5) resultant growth and lingering questions. These findings indicate that creating a culturally inclusive learning environment involves two aspects: helping ICSs familiarize themselves with US culture and intentionally integrating their experiences, voices, and international perspectives into multicultural counseling courses.