This research delved into the experiences of five international graduate students (comprising three from China, one from Germany, and one from Saudi Arabia) attending a university in the United States. The aim was to gain insights into their adjustment process to a new academic, linguistic, and cultural environment. The data were gathered through surveys, on-site observations, and semi-structured interviews, and were analyzed using Domain analysis. The study employed transcaring pedagogy as a theoretical lens to interpret and present the findings. Results indicated that international graduate students often felt discriminated against due to their different language usage. Additionally, professors tended to uphold the dominance of mainstream culture while silencing the voices of international students. These instances of 'uncaring practices' contributed to the students feeling marginalized and oppressed. These findings underscored the necessity for transcaring pedagogy within higher education programs. Thus, professors can create inclusive environments where international students feel empowered to express their identities, engage in dialogues, and socialization with mainstream students.