Acculturation Experiences of International Students in the U.S. CACREP-Accredited Counselor Education Programs: Challenges, Support Systems, and Systemic Barriers

International students significantly enrich U.S. counselor education and supervision programs by contributing diverse cultural perspectives that inspire teaching, research, and professional growth. Yet, these students often face complex challenges including cultural adjustment, language barriers, social isolation, and the academic demands of counseling academic programs that impact their educational outcome s and psychological well-being. Systemic barriers, such as visa restrictions and institutional unawareness, further complicate their experiences. This study explored acculturation experiences of international students enrolled in CACREP-accredited counselor education programs in the United States. Using Interpretative Phenomenological Analysis (IPA), in-depth interviews were conducted with seven international students on J1/F1 visas, aged 18 or older. Findings revealed participants’ navigation of academic transitions, cultural identity negotiation, discrimination, and professional identity formation. Themes also included rich descriptions of the vital roles of peer, faculty, and community support systems, strategies for coping and personal preparedness, and emotional labor involved in adapting to unfamiliar environments. This research contributes to a deeper understanding of the lived experiences of international students in counselor education. It offers actionable insights for counselor educators, supervisors, and institutions to enhance culturally responsive, inclusive, and institutionally accountable training environments and practical suggestions for international students in counselor education programs.