Having a shared language such as English facilitates the globalization of science, but it can also limit science by posing barriers for those who have learned English-as-an-additional language (Eng+). Research on the experiences of Eng+ graduate students and postdoctoral researchers ("trainees") is needed as our scientific community becomes more diverse and continues working toward improving equity and inclusion; without such research, we risk losing out on perspectives and expertise that might otherwise strengthen scientific progress. We investigated three research questions: (1) What are Eng+ chemistry trainees' language experiences before entering English-dominant research programs? (2) What language barriers have trainees faced in learning, communicating, and doing chemistry? and (3) What strategies and supports have been helpful or needed? In focus groups and interviews with 18 Eng+ trainees, participants described having diverse language experiences before entering English-dominant research programs and faced challenges working in an English research environment. Participants reported avoiding interactions with colleagues, exacerbated feelings of imposter syndrome, needing extra time to learn or communicate, and not being able to fully express their knowledge. Participants expressed an ongoing desire to learn English and described various independent strategies to navigate challenges. All participants believed that research supervisors and institutions needed to play a larger role in supporting Eng+ trainees, such as supervisors who offer personal and professional support, and institutional supports that provide chemistry-specific knowledge-building and networking opportunities. Based on the findings, we recommend approaches that supervisors and institutions can enact that may improve linguistic equity in the chemical sciences.