PhD supervision is crucial for higher degree research students in western academic contexts. Despite an increasing body of literature regarding the international student-supervisor relationship, Thai students in Australian higher education are under-represented. This qualitative study aims to explore discursive practices that impact on Thai students' experiences taking place during the course of their PhD supervision in an Australian university. Drawing upon interview transcripts, it was found that Thai students' working relationship and communication with their supervisors, as well as their exertion of agency were interconnected and addressed as key practices underpinned by the relationship between these two parties. The complexity of PhD supervision requires an open dialogic and culturally appropriate pedagogical engagement to lessen implicit tensions between international students and supervisors. Supervisors need to consider students' prior learning experiences and cultural baggage through culturally sensitive supervision. Non-native-Englishspeaking (NNES) international PhD students' academic and sociocultural orientations regarding the implications of the supervisor-supervisee relationship, academic English proficiency development, intercultural communications, western academic norms and expectations, and coping strategies with supervisors' feedback should be adequately promoted. The study highlights the importance of the international student-supervisor relationship for their PhD achievement and satisfaction in Australian higher education.