American universities are facing pressure to provide career services to international students, many of whom want to stay in the country to work after they graduate. Although some have created specialized roles to support international student career development, far more have continued to recruit international students without thinking about why they choose their study destination: career opportunities. To date, most research has focused on the student or alumni lens of looking for work. There has been little scholarship about the practitioner experience in providing career services to international students, and no meaningful scholarly attempt at overviewing models, methods, or service structures for global career services. This is the problem this study addresses. This qualitative-descriptive-interpretive study explores the models of career services at American international branch campuses (IBCs). These are some of the most internationalized universities, and they provided fertile ground for generating knowledge about what it means to provide global career services. The main research question addressed in this study is "What models of global career services exist at American universities' IBCs?" To a lesser extent, the dissertation also examines the relationship between the branch campus and its main campus. Semistructured interviews with 16 career services professionals from American IBCs across the globe were conducted as the primary data source. Career ecosystems theory frames the study and provides an informed understanding of practitioners' decision-making processes regarding which model of career service to deliver. The respondents were asked questions in three thematic areas: IBC context, home-host campus relationship, and career services model. The findings reveal that career services professionals at IBCs play a crucial but often unnoticed role in advancing globally oriented career services. These professionals operate within the unique realm of transnational higher education, acting as 'invisible actors' who tailor personalized career services for the 'invisible group' of transnational education students worldwide (Brandenburg, 2016; Hunter, 2018; Waters & Leung, 2013b). The internationalization of career services at IBCs is not overtly visible but manifests as a behind-the-scenes effort conducted quietly within staff offices. To do this, career services professionals at IBCs navigate the 'third space' of transnational higher education to deliver tailored career services, focusing on localizing career content from the main campus to support individual, diverse student needs daily. To round out the study, a preliminary framework of the global career services models that exist within the American higher education landscape is presented based on the literature and study findings. [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.]