International educators have continually served on the front lines supporting international students, ensuring university compliance with changing federal policies, and assessing risks related to travel and global engagement. As a result, international educators often have to navigate multiple conflicting roles within their jobs on college campuses. This study used role identity theory to examine how international education administrators made sense of their roles during and after the COVID-19 pandemic, particularly through the tensions of supporting students while fulfilling governmental requirements. Findings included needing to respond to government policies that were continually changing, emphasizing student support in their roles, and remaining committed to supporting students as institutional agents. Implications for practice include institutional support structures for international educators, collaboration across student affairs units, and engagement in international student support organizations.