Australia has among the highest percentages of international English as an additional language background (EAL) university students worldwide and this is steadily increasing. These students contribute immensely to Australia's and the Asia-Pacific regional economy, research and cultural creativity. Despite this, EAL students face serious academic and social challenges and have increasingly negative views on their research degree in Australian universities. This paper is concerned with understanding the first year experiences of EAL research students in a major Australian university, particularly their concerns and proposed solutions. Fifty seven student datasets were collected from students and analysed using a hybrid methodology of interpretative phenomenological analysis and case study. The findings were analysed across two themes: degree of outsiderness, and socialization bump. The degree of outsiderness emerged through perceived research students' practices that fostered work in isolation. The socialization bump was regarded as a paradox: the most beneficial research degree experiences appeared to be profoundly social, however participants found a shortage of opportunities to socialize. The article sets forth recommendations for universities internationally to provide a clear, well-communicated and inclusive framework to allow meaningful social interactions for EAL research students to succeed in their academic and social integration.