This study examines the second language academic discourse socialization of two Chinese students who attended British Columbia (Canada) offshore schools in China. After an overview of offshore school structures in China, this article describes the perspectives and experiences of recent offshore school graduates interviewed at a Canadian university. This multiple case study uses semi-structured interviews, written responses, and educational documents as data sources. Framed by theories of academic (discourse) socialization and (second) language socialization, the findings illustrate the significance and meaning that participants placed on learning and navigating Canadian educational discourses and expectations. The findings reveal that, in addition to developing English language competencies, participants constructed offshore student identities through recognizing the importance of academic socialization into student-centered learning, project-based assessment, and learning rules and norms of academic research essays. These findings provide perspectives of offshore schools from student perspectives and have implications for offshore, international, and public schools.