Globalization efforts have increased attention on the number of policies dedicated to the significance of international students at higher education institutions in the United States. International students, particularly in graduate and doctoral education, generate more intercultural efforts and cultural exchanges. Despite the past decade of research on international doctoral students in the field of Counselor Education and Supervision, practices to better serve international doctoral students have historically focused on unilateral approaches without understanding the overlap between multiple structural forms of oppression (e.g., racism, nativism). Using intersectionality theory, this article describes three influential areas related to supporting international doctoral students: (a) an overview of research of structural forms of oppression affecting international doctoral students; (b) theoretical underpinnings of intersectionality; and (c) a call to action to incorporate the lens of intersectionality within research, practice, and mentorship in Counselor Education and Supervision programs.