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This qualitative case study was an examination of a team-based faculty/mentorled International Doctoral Student Support Group (IDSSG) designed specifically around issues in preparing and mentoring international doctoral students for careers in academia. Twelve participants were selected to participate in a support/focus group that met twice a month for an academic year to attend workshops and discuss their lives as doctoral students. The data set was comprised of two pre-and post-surveys and two in-depth pre-and post-interviews. Findings in the themes of international doctoral students' graduate school experiences and the impact of the faculty-led support group are presented and discussed.Keywords International student Á Doctoral student Á Mentoring Á Case study Á Focus group Matriculation into a doctoral program of study can be a difficult transition for many people. Students transitioning into graduate school have been shown to experience increased feelings of insecurity, decreased self-esteem, and high levels of stress and anxiety (GrantVallone and Ensher 2000). Another gauge of the graduate school experience is persistence, or its negative counterpart, attrition. Although attrition rates vary by institution and

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