Using a phenomenological interpretative qualitative design, this study explored the overall lived experience of seven international doctoral students, who were candidates or graduates of six counselor education and supervision (CES) programs in four regions of the United States. Using Seidman’s (2006) three interview series, the study explored participants’ perspectives and in-depth experiences. Findings revealed that participants experienced both empowering and challenging issues. Challenges included a lack of culturally responsive learning environments, intense course loads, and a lack of cultural understanding. The findings also revealed that participants adjusted to these challenges using a range of coping strategies. The study provides insights into international students’ experiences in CES programs. It calls on counselor educators to understand the cultural dynamics of international students and to foster inclusive culturally responsive learning environments. Implications for future practice of counselor educators, CES programs, and international students are also discussed.