Internationally educated professionals (IEPs) encounter significant barriers to entry to their professions upon immigrating. Obtaining education in the new country is an effective means of improving their positions. While universities emphasize the need to attract and serve adult learners and a more diverse clientele, the specific needs of immigrants are rarely reflected in institutional policies. I discuss our pilot program for internationally educated accountants (IEAs), its elements, and best practices. Our program was very successful, but may be beyond the reach of many universities due to financial or personnel constraints. I therefore include a cost/benefit framework to analyze each program feature. With this information, institutions may be able to partially implement a program, maximizing the benefit given their resources. Furthermore, some of the program elements could also be useful for international students, domestic students who will work alongside international colleagues, or domestic students who will work internationally themselves.