Professional International School Counsellors (PISCs) experience a range of well-being challenges that are specific to the dynamics of their role. There is a scarcity of empirical research seeking to gain a better understanding of such challenges, along with coping strategies. Therefore, the primary objective of this study was to investigate how PISCs maintain their well-being. The research used Interpretive Phenomenological Analysis applied to semi-structured interviews. Eight PISCs were recruited. The analysis revealed three overarching themes: (i) workload and role definition challenges, (ii) available support, and (iii) maintaining a balanced lifestyle. Findings showed that the study participants often have ill-defined roles, leading to role confusion and work overload. A key implication is that systematic provision is recommended for supporting PISCs' well-being.