Given recent study abroad trends, Latin America (LATAM) offers untapped potential to contribute to U.S. campus internationalization. To diversify student populations and increase enrollment from LATAM, stakeholders should consider the language, academic, and cultural experiences of LATAM students admitted to U.S. graduate schools. This study bridges the gap between higher education institutions and potential students. To do so, mixed methods were employed to analyze the following: (1) responses to a 67-question survey completed by LATAM graduate students (n = 126) studying abroad at a large public R1 university in the Midwest, (2) TOEFL scores, and (3) transcripts of 13 follow-up interviews about academic, cultural, and socioeconomic backgrounds. Results underscore the importance of effective English language instruction during college years to help students meet graduate school admission scores, especially in cases where K-12 English language training was inadequate. The study considers the extent to which participants became part of a community of practice, characterized by attributes such as language proficiency, high levels of achievement, and personal investment in education.