Through a collaborative self-study approach, a critical discussion of visioning is presented that focuses on the perspectives of two international students from southeastern Europe and North Africa. The authors explore their visions as doctoral students in light of recent changes to immigration policies in the United States. Discussion centers on their evolving visions as emerging scholars, teachers, and doctoral students considering the complexities of the current cultural and racial conditions in the United States. The paper has implications for the preparation of future professors and scholars of education broadly and reminds educators to open more inclusive and equitable spaces in education.