International students represent a large talent pool in America's higher education sector and labor market; however, their experiences and unique needs during the school-to-work transitions remain an area with limited exploration in both research and practice. The purpose of this Action Research study was to examine and strengthen the support practices of co-op educators at the engineering school of Hope University (pseudonym) for international graduate engineering students' workplace integration in the United States. Participants and data collected in Cycle 1 consisted of co-op faculty members who supported international graduate students in the co-op search and on-the-job experiences. Action steps, including developing a Community of Practice initiative and creating a resource repository, were designed, implemented, and evaluated in Cycle 2 to enhance co-op faculty's cultural competence for working with international students and their instructional capabilities in effectively teaching professional competencies in the classroom. The study concluded that the Community of Practice initiative was an effective professional development for co-op educators, increasing the understanding of international students' workplace challenges and expanding the repository of culturally responsive support at both the individual and organizational levels. Implications for the organization included continuously and actively seeking student voices, generating a culturally responsive support repository, developing a consistent Community of Practice, and scaling it at the university level and beyond. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]