This article investigates perceptions of international students among faculty at a university in the United States. Based on data collected from a large-scale online survey (n = 261), the study explores four issues: (1) faculty perceptions of international students' positive attributes; (2) faculty perceptions of international students' academic and social challenges; (3) faculty perceptions of their own challenges when teaching international students; and (4) statistically significant relationships between faculty views and their own background characteristics, including ethnicity, academic status, multilingual skills, birth place, and experience studying or living abroad. Results offer new insights on faculty beliefs and highlight key considerations in the hiring, training, and support of faculty to promote positive learning experiences for international students.