International graduate students in Historically Black Colleges and Universities (HBCUs) are a particular population that needs special academic advising support. This study sought to identify international graduate students' expectations of and satisfaction with the academic advising support at HBCUs in the Southern states of the United States. A quantitative research design was selected, and Smith and Allen's Inventory of Academic Advising Function (Student Version) was employed as the instrument to measure students' perceptions of the 12 academic advising functions during the Fall 2022 semester. Results indicated that students were overall satisfied with their academic advising support in HBCUs. However, they had higher expectations than their satisfaction, which implied further improvement in academic advising support. Although lots of advising literature advocated developmental advising, international graduate students attached the same importance to developmental advising and prescriptive advising. Their satisfaction ratings for developmental advising were slightly higher than prescriptive advising. Results also showed that international graduate students had strong desires and determination to graduate. [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.]