Student performance is crucial for the success of graduate programs, yet international students often face trauma and stress. Gaining insight into their experiences can help shape inclusive strategies and improve retention. This study aimed to explore the lived experiences of international graduate students, recognizing that their experiences differ from other underrepresented groups. The research focused on how international students perceive cultural responsiveness from peers and faculty, as well as the overall campus climate. International graduate students from the College of Agriculture and Life Sciences were recruited. Twelve students participated in focus groups guided by a semi-structured protocol based on the Culturally Engaging Campus Environments model. Analysis of the discussions revealed four key themes: 1) programmatic determinants, 2) cultural inclusivity, 3) positive educational support systems, and 4) enhancement barriers. Under programmatic determinants students seem to choose the university primarily for its prestige, financial aid, research opportunities, and quality of life. They reported mostly positive experiences with cultural inclusivity, citing faculty sensitivity, diverse classroom perspectives, and involvement in student organizations. In terms of educational support systems, participants emphasized the importance of faculty relationships, mentorship, and peer connections. However, they also faced barriers such as language difficulties, U.S.-centric course content, cultural biases, professional challenges, and struggles with adapting to the American higher education system. While participants highlighted the benefits of attending the university, they also identified significant barriers. Recommendations from these results include the development of U.S. orientation resources on cultural norms, banking, and housing assistance. Additionally, culturally sensitive coursework should be prioritized to promote a broader, more inclusive worldview and to prevent unintentional stereotypes or cultural biases. Lastly, faculty development should continue to be emphasized, and international student organizations should be broadly accessible to allow for the creation of positive support systems.