Understanding the experiences and preferences of international students during their programs of study can be crucial for how institutions of higher education recruit, retain, and ensure the success of students in an increasingly competitive global market. While there is a well-established body of literature on the academic and living experiences of students in general, few empirical studies have examined the perspectives of those specifically enrolled in intensive English programs (IEPs). This quantitative study investigates the degree to which international students were satisfied with various aspects of their IEP experience at a university located in the mid-Atlantic region of the United States. It uses data from the International Student Barometer, a global benchmarking tool for assessing student satisfaction, to evaluate associations between international students' overall program experiences and 67 different satisfaction variables within their arrival, learning, living, and support services environments. Bivariate correlation analyses reveal the most prominent associations with students' overall program experiences, including the need for orientation programs and a sense of belonging upon arrival on campus; access to and personal support from instructors and academic staff; opportunities to engage socially and culturally; and support services on immigration issues and mental wellness. Findings from this study highlight the importance of university-wide curricular and co-curricular support services for enhancing the experiences of IEP international students. They also point to a few recommendations around strengthening language learning support, remote learning options, teacher professional development, and assessment practices for international educators and university administrators.