College student leadership development is a commonly stated learning outcome in U.S. higher education including doctoral education. This dissertation study examines the leadership development of international doctoral students in Education at a U.S. university using a socialization lens. I employed a phenomenological qualitative inquiry and conducted nine semi-structured interviews with international doctoral students studying Education. The findings of this study indicate participants' socialization experiences were shaped by their motivations for pursuing doctoral degrees while they were prospective students. Additionally, part of these international doctoral students' socialization experiences including their academic and professional experiences and supports from their major professors contributed to their understanding of and development of leadership in their doctoral programs. Findings of this study provide valuable implications for higher education researchers, practitioners, and policymakers to better understand the socialization and leadership development experiences of international doctoral students with considering these students' pre-doctoral experiences holistically, from which specific programs or services can be offered to better meet international doctoral students' needs during their doctoral journey. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]