Internationalization has become a priority at many higher education institutions. The larger presence of international students and faculty on campus has occurred at a time when societies around the world are increasingly racially, religiously, ethnically, and culturally diverse. Changing demands require flexibility and understanding among faculty members to alter instruction according to the diverse needs of their learners and open themselves to ontological alterity. This phenomenological study examines international faculty members' perceptions of their teaching and professional identities at ten Korean institutions of higher education. Qualitative content analysis was conducted using an analytical framework approach. The results reveal mixed satisfaction with the role of instructor, uncertainty about the degree of change in their instruction, and sharply contrasting experiences with host institutions that revealed barriers to the healthy development of a professional identity among many international faculty members.