A Phenomenological Study of Lived Experiences of International Counseling Students in Multicultural Counseling Courses

ABSTRACT This transcendental phenomenological study aimed to explore international counseling students’ (ICSs’) lived experiences in multicultural counseling classes. Semi‐structured individual interviews were conducted with 17 ICSs, six of whom also completed focus group interviews. Data were analyzed using Moustakas's transcendental phenomenological framework. Findings reveal five major themes: (1) origins of studying in the United States, (2) class engagement, (3) feeling like an outsider, (4) instructors and instruction make a difference, and (5) resultant growth and lingering questions. These findings indicate that creating a culturally inclusive learning environment involves two aspects: helping ICSs familiarize themselves with US culture and intentionally integrating their experiences, voices, and international perspectives into multicultural counseling courses.