This qualitative study explored how U.S. higher education/student affairs (HESA) master's graduate preparation programs and curriculum socialized graduates for full time HESA work abroad post-graduation. Participants revealed that the formal curriculum was U.S.-centric in classroom conversations, course projects, and electives. The informal curriculum offered the most direct international-related learning opportunities such as study abroad, practicum, and assistantships. The most pervasive aspect was the hidden curriculum including limited application of U.S.-based theories and the support for job searching. Implications for practice include deliberate exposure to internationally-focused opportunities in and out of the classroom. In addition, professional associations may provide valuable connections to assist in graduate students' socialization for full time HESA work abroad.