In the globalized higher education landscape, international students are integral to the academic community. International students often face unique challenges, including language and cultural barriers, adjusting to American classroom expectations, and feelings of isolation. This qualitative study explores impostor feelings among nontraditional international doctoral students at an R1: Doctoral University, by probing how these experiences intersect with their pursuit of higher education. Six students shared their experiences and coping strategies, revealing a pattern of self-doubt fueled by internalized stereotypes and societal expectations. Participants developed coping mechanisms, including self-care practices and seeking support from family, academic, and social networks. This study highlights the need for inclusive excellence initiatives that address the specific needs of nontraditional international doctoral students, underscoring the importance of fostering a more inclusive environment for diverse student populations. [For the full proceedings, see ED666619.]