American higher education increasingly enrolls international students, yet little is known about the specific experiences of international students in the Higher Education and Student Affairs (HESA) field. Most HESA programs' curricula are American-centric and include integrated work experiences, which can present unique challenges for international students. The authors are international HESA students in Massachusetts. In fall 2018, they conducted the first national survey examining how international HESA students experience the graduate school search, employment, and transition processes. The survey instrument contained quantitative and qualitative items. Distribution occurred through social media and by email to over 120 HESA programs nationally. Respondents (N = 33) represented 20 home countries, and HESA graduate programs across the United States. Findings indicate that these students' academic, sociocultural, and legal needs differ in nuanced ways both from domestic HESA students and from other international graduate students, and are often unmet. This paper explores these nuances, including variation by institutional type and region, and the respective roles of various stakeholders in providing effective support. These insights are pertinent to HESA faculty internationalizing their programs, administrators supervising international students in HESA work, and offices serving international students at large.