The United States has long been the top host country for international students globally and gradually growing overtime, and recently exceeded one million students studying in the country between 2016-2017. However, the growth rate is slowing due to shifts in international students' study destinations, such as Canada and Australia. As global competition for international students grows, it is becoming increasingly important to understand the experiences and factors of this student population. Research on student experience has primarily focused on traditional undergraduate domestic students and campus climate, but graduate students currently represent nearly 40% of international students studying in the US. Quantitative research on student expectations, experiences, and outcomes has mainly focused on retention, with a focus on environmental factors, programs, and interactions with faculty and staff. However, fewer studies have examined how faculty view their preparation to work with distinct student populations and how students perceive faculty as institutional agents meeting their needs. This study aims to explore the perspectives of faculty and international graduate students, and the impact of intercultural practices on the experience of international students within the U.S. higher education context. The research was primarily conducted via interviews at an institution hosting a large proportion of international students and aimed to respond to the dearth of qualitative research and give voice to the experiences of international graduate students within the U.S. higher education system. [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.]