U.S. study abroad is a growing facet of U.S. higher education. Around the world, study, internship, and service programming are increasing for U.S.-degree-seeking students wanting to expand their educational experience with an overseas learning opportunity (Open Doors 2022, 2022). With the influx and diversification of student participation comes an expansion of extracurricular needs that students will experience. Housing, immigration, physical health, mental wellness, emergency response, and behavioral issues are all facets of the student experience that study abroad programs must be prepared to address and resolve while the student is studying overseas. The professional role primarily responsible for meeting student's extracurricular needs is, for the purposes of this research study, known as the International Dean of Student Life (IDSL). There has been little investigation into the reality of this role and so there is marginal understanding of how study abroad programs manage the student's non-academic needs or to what extent they are responsible for student wellness. The purpose of this research is to investigate the phenomena of the IDSL role in the system of U.S. education abroad and qualify, from the IDSL perspective, how they interpret and understand the multitude of influences in their practice. Through one-on-one interviews using open-ended questions, I will ask IDSLs around the world to reflect on their unique lived experiences in their professional practice. The primary research question is: What are the multiple roles and lived experiences of the IDSLs working in the SAPs of U.S. postsecondary institutions? The secondary research questions are: 1) What is the impact of such experiences on their personal wellbeing? And 2) How do such roles impact their professional effectiveness, job satisfaction and career advancement? Interview questions are based on Organizational Role Theory and Professional Quality of Life Theory. Data is analyzed through a qualitative and constructivist paradigm according to an Interpretive Phenomenological Analysis methodology. This study will allow for greater insight into the expectations of the IDSL role, the day-to-day reality of IDSL work, the impact of services rendered by the IDSL, and the professional and personal consequences the IDSL experiences. This research will clarify the purpose and function of the IDSL role as well as identify best practices for how institutions can and should support these administrators. In this way, extraterritorial U.S. higher education institutions can create more meaningful and sustainable infrastructure for participating students and staff, thus enhancing quality of academics and overall wellbeing. Findings concluded based on the data will justify the greater professionalization of the IDSL role and continued development of the field of U.S. study abroad in a way that is both concurrent with U.S. higher education trends while still addressing the learning goals and risk factors unique to living and studying internationally. [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.]