Purpose
India hosts a growing number of international medical students, yet their voices often remain at the margins of curricular discussions. While diversity is visible, inclusion is not always felt. This study aimed to explore how international medical students in Indian medical colleges experience inclusion and exclusion within both the formal curriculum and the hidden culture of learning.

Methods
A qualitative case study design was used involving twelve international undergraduate medical students studying in India. Two rounds of online focus group discussions were conducted over a one-month period, allowing time for reflection and deeper insights. Discussions were recorded, transcribed, and anonymized. Data were analyzed using framework analysis guided by an inclusion lens. Member checking and student peer feedback were incorporated throughout to ensure authenticity and accuracy of interpretation.

Results
Three key themes emerged. First, being present but not represented described how classroom examples, language, and assumptions often excluded non-local perspectives. Second, navigating to fit in reflected students’ efforts to adapt silently to avoid standing out. Third, moments of welcome highlighted how some faculty and peers helped bridge the gap, creating spaces of warmth and connection. Students emphasized that genuine inclusion is not just about access but about being acknowledged as part of the learning community.

Conclusion
This study highlights how inclusion must be intentional, not assumed. International students studying in India bring valuable perspectives that can enrich learning for all, but they need to feel seen, supported, and included in curricular and classroom conversations. A truly global vision of education must begin with listening closely to those already in the room.