The growing number of literature on the experiences of international graduate students (Interiano & Lim, 2018; Joshi et al., 2021; Lertora & Croffie, 2019; Seyeneh, 2018; Woo et al., 2015) have not only highlighted the emergence of 'Internationalism' within the profession of counseling and counselor education, it has also shed light on marginalization of the international faculty population not just within the profession but also in research and scholarship. Addressing the dearth in literature and the marginalization of international faculty members in counseling and counselor education programs, this study utilized Corbin and Strauss (2015) grounded theory methodology to explore the transitional processes of international doctoral students and faculty members as they become 'international' counselor educators in the US. In collaboration with six international counselor educators, a grounded theory of "Transit & Transform: Exploring the Transitional Processes of International Doctoral Students and Faculty Members in the US" was co-constructed. Three categories emerged from this process: (1) "Challenges/Barriers;" (2) "Motivators;" and (3) "Support Strategies" that delineated the complex, layered transitional journeys of these counselor educators. Findings of this study have hierarchical implications on counselor educators (international and domestic), counselors-in-training, higher education institutions and professional organizations that attest to the excellence in the field of counseling and counselor education. Strategies for retention and success, and recommendations for future research (both qualitative and quantitative) have also been provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]