For many immigrants, survival in a foreign land has been marked by reinvention. Such reinvention has historically included changes in name, marginalizing traditions and customs in favor of adopting new ways of living, language acquisition, and in best-case scenarios, enculturation through education. For some, though, this reinvention has been dictated solely by survival, and thus, educational advancement has not shaped this process in any way. The desire to attract international students is strong and certainly on the radar of all community colleges and institutions of higher education. From a fiscal stance, international student enrollment generates tuition, as international students pay higher fees than domestic students. From an educational standpoint, international students represent diverse populations, thus fulfilling the mission of many colleges to increase diversity on campus. While these are all viable reasons to support internationalization on campus, are teachers equipped to see a steady rise in international student enrollment? And more importantly, what can teachers do to support existing international students? International opportunities help students gain a broader perspective, and better prepare them to work and co-exist in a global environment. Additionally, we should look beyond the domestic student population to address the needs of international students, along with underrepresented students, in order to ensure their academic and social success.