As higher education institutions increasingly globalize, international student inclusion in First-Year Experience (FYE) programs remains fragmented and marginal. While many universities offer separate orientations or supplemental support, these efforts often reflect a deficit-based model that treats internationalization as an add-on rather than a systemic imperative. This paper explores the intersection of FYE program design and international student belonging, drawing on institutional best practices, literature on student transition and adaptation, and the concept of "Internationalization at Home." The paper outlines the historical evolution and core components of FYE in the U.S., then critiques its limitations when applied to international students. Seven strategic recommendations are proposed to reframe international FYE as an asset-based, culturally fluent, and institutionally embedded practice. These include proactive communication, integrated student affairs structures, inclusive curriculum and peer mentorship, culturally responsive development, and ongoing sustainable assessment. By moving beyond orientation and embracing intercultural belonging as a foundational design principle, institutions can better fulfill their internationalization missions and support the success of all students.