Issues related to the enrollment and education of foreign students in American graduate schools are examined. Most of these students come from developing countries and are often sent to the United States to acquire skills and training needed in their countries. Engineering is the field with the greatest concentration of foreign students. Although all students in a given discipline may be required to complete a core of common courses, each doctoral student's program is developed as a result of extensive discussion between student and adviser. However, masters' programs attempt to guarantee uniformity of background through prescribed sequences of courses rather than allowing modifications to suit the needs of the individual student. A problem is that engineering and business education, fields important to developing countries, are in this country embedded in the American cultural, political, and economic system. Sources of financial support for foreign students may be limited since some departments are reluctant to award teaching assistantships to students from nonEnglish-speaking countries, and research assistantships often are not available to first-year students. Information that should be provided to foreign students applying to U.S. graduate schools, the assessment of the student's preparation and English proficiency, and orientation and academic advising needs of foreign students are addressed. Recruitment concerns and public and private agencies concerned with international education exchange are identified and a bibliography is appended. (SW)