The years of ever-increasing revenue from international students appear to have come to an end. Data show that the number of international students and the revenue they generated rose annually throughout the first years of the past decade; however, enrolment and associated fee revenue for school districts reached its highest level in 2007-2008, and has declined in the two years since then. Revenue information is gathered from Schedule 2 of school-district audited financial statements as of June 30 of each year. Student numbers are drawn from ministry Student Statistics reports, which show that the headcount of non-resident students enrolled in British Columbia (BC) public schools in September 2009 was 9,014. Not surprisingly, reduced district revenue from fees followed the pattern of downturn in the global economy. Total provincial international-student-fee revenue of $121,019,957 for 2009-2010 was down $8,087,998 from the high of $129,107,955 in 2007-2008. International students can enrich the education of BC students by producing more diversity and rich experiences in classrooms. However, concerns have been raised by teachers. In some cases, students are simply assigned to classes, adding to the class size without additional supports. These practices can leave the international students without the ESL support they need and presumably are expecting. When the teacher does respond to their particular needs, this may reduce the attention they can provide to all the other students in the class. Districts that generate significant revenues from international-student enrolments are better able to offset the budget shortfalls currently plaguing school districts across the province. Districts without these additional revenues are left to further cut core services and close schools to balance district budgets. In other words, the current funding practices of the provincial government are creating pressures within the public system that are reinforcing systemic inequalities between upper/middle/low-income communities as well as urban/rural communities. (Contains 1 table and 1 footnote.)