With accelerating internationalization, more Asian international exchange students are finding themselves in situations where they are expected to actively contribute in fast-paced classroom discussions in a second language (L2)., This article reports on the experiences and perceptions of Mainland Chinese international exchange students who enrolled in English-medium courses in a Western country. Through questionnaire surveys and in-depth interviews, they shared their views about discussion-based pedagogy and the challenges they faced in L2 discussions in the host country. A complex mix of affective, sociocultural, linguistic, and educational factors impacted their attitudes toward classroom discussions and their willingness to participate. Divergent perspectives and experiences underscore the danger of stereotyping Mainland Chinese students as shy, passive learners who are reluctant or incapable of participating in interactive classroom discussions. To more fully engage L2 exchange students and promote intercultural dialogue, it is important for educators to clearly explain the rationale for discussion-based pedagogy and make an effort to learn more about student concerns and expectations. It is recommended that staff and students in the receiving institutions develop a deeper understanding of diverse cultures of learning. The findings also underscore the importance of adequate pre-sojourn preparation.