International students play a significant role in U.S. higher education; however, these students' perspectives are rarely explored following graduation. Much of the literature centers issues related to persistence and retention with an emphasis on first year undergraduate students, missing the breadth of international student experience. This qualitative portraiture study presents the authentic reflections of alumni (n = 4) on their tenure as international undergraduate students in U.S. higher education. Participants' reported experiences indicated marginalization and disempowerment affirming the value of further including international alumni perspectives in discussions on student services and support. [Note: The page range (41-57) shown in the citation is incorrect. The correct page range is 39-55.]