Abstract Institute of International Education (Open doors report on international educational exchange: International student enrollment trends, 1948/49–2017/18) data indicated that during the 2017–2018 academic year, 1,094,792 international students were studying at a college or university in the United States, of which 62% came from Asian countries such as China, Indonesia, Japan, Malaysia, South Korea, Taiwan, and Vietnam. Recognizing the importance of a diverse student body, universities have developed programs to assist international students in adapting to the U.S. culture and education system. Music therapy programs, particularly at the graduate level, continue to attract students from Asian countries, although the exact number of students is unknown. Furthermore, little is known about the extent to which music therapy programs provide support for Asian international students, or how Asian international students themselves adjust to, and experience, the first few years of their academic training. Within this context, the purpose of this study was to interview Asian international students studying in graduate music therapy programs in order to understand their experiences during their first 3 years in the United States, particularly the cultural and educational challenges they encountered. Six students and five new professionals were interviewed, with interview transcripts analyzed using methods consistent with qualitative content analysis. Results indicated that almost all the Asian international students interviewed experienced challenges associated with cultural and academic adjustment. Recommendations for students and educators suggest ways to support Asian students as they adapt and integrate into U.S. cultural and academic environments.