Although research has extensively documented international students' adjustment and acculturation challenges, the role of academic advising in assisting with such challenges has received scarce empirical attention. This phenomenological study explored how international students' communications with their academic advisors influenced their educational adjustment and growth in a university setting. Semi structured interviews with 15 international students revealed three overarching themes: advisor-advisee interactions, quality of information, and advising limits vis-à-vis international student issues. Using validation theory, this study's discussion and recommendations centered on advising practices that fostered or hindered international students' perceptions of academic advising.