Since the early 21st century the number of doctoral students leaving their own country to study abroad has risen significantly adding to swelling numbers of domestic students. The process of doctoral studies has been acknowledged as identity transformation, a process of "becoming" for domestic students and international students. What remains unclear is the extent the identity of "doctor" penetrates to core culturally embedded identities formed within the international students' earlier lives. Is the identity of "doctor" like the graduation robe that is worn purposefully for ceremonies and later removed in daily life? Are there differences for male and female graduates in cultures such as Vietnam where there are clearly defined gender roles? The six case studies this article reports on contribute to recognizing the complexity of international students engaging with doctoral studies, and the specific nature of Vietnamese students cultural border crossing in Australian universities. In this article, we examine strategies the graduates used to empower themselves and shape their academic identities. We begin to see the importance of considering gender as well as culture in the experiences of international doctoral students.