This phenomenological study explores the experiences of non-native English-speaking international students regarding language, culture and identity in the context of their graduate studies. Interviews were conducted with each of the eight participants. Interpretive analysis was used within a constructivist frame. The findings of this study are organized into four themes of the participants' experiences: Mastering the language: "You know you sound wrong", The meaning of language proficiency: "English is alive", Language and academic identity: "I feel I'm in-between", and joining a new community of practice: "You have to start all over again". Implications of the study suggest that language and cultural identity are central to the academic experience of non-native speakers. Recommendations emphasize the importance of learner-centered instructional design in addressing these needs. (Contains 1 table.)