The international mobility of knowledge workers, as reflected in the vast numbers of international (or immigrant) scholars, help provide the intellectual infrastructure of several higher institutions of learning and research across the world. Although the large numbers involved reflect an apparent success of this phenomenon, there are hidden challenges faced by international scholars. In this study, a survey was administered to determine what international professors expected pedagogical challenges were before arriving in the United States, versus the actual experiences they faced after they began teaching in the United States. The most common pedagogical issues international professors expected to face included instructor-student communication, challenges with their own proficiency of spoken American English, and cultural differences. These three issues were also the most frequently reported pedagogical issues that they experienced, along with a sense of unpreparedness for different instructional strategies necessary for instructional success in the United States classroom. Implications for specialized support for immigrant scholars are discussed.