International pre-service teachers (PSTs) can struggle to engage with Professional Experience (PE) communities in an Australian Early Childhood Education context. This qualitative case study examines three first-year Chinese international PSTs' PE in different early childhood settings in Australia. Framed by Bourdieu's analytical concepts, this paper explores Chinese PSTs' culturally shaped understanding of PE and mentoring expectations, showing how this dimension of their habitus is differentiated and differentiating. We argue that with a supportive learning community, the rich cultural and linguistic repertoire of international PSTs can add to capital and funds of knowledge of Australian Early Childhood Education.