Fries-Britt et al.'s (2014) Learning Race in a U.S. Context (LRUSC) emergent framework holds significant prominence in international student literature as the pioneering framework to theorize perceptions of race and responses to racialized experiences among college students of color born and raised outside of the US. This essay reviewed 11 peer-reviewed articles published after 2014 that delve into micro-level narratives regarding racial learning experiences among a diverse set of international students in the US. The aim was to assess the framework's relevance and suggest potential updates a decade after its publication. The findings show that the framework is still generally applicable but can benefit from incorporating the following revisions: (1) broadening the scope of racial encounters; (2) emphasizing the impacts of home country context; and (3) leaving the outcomes of racial learning open.