This article aims to explore the perspectives and experiences of Chinese international doctoral students in social science and humanities disciplines at U.S. institutions. Unlike doctoral students in STEM, these students have diverse and fewer guidance-development pathways. Grounded on self-formation theory and language socialization theory, this study initially focuses on the role of self-agency in their doctoral growth pathway. It also delves into their socialization experiences through interaction with faculty, peers, and programs. Employing semi-structured interviews guided by the constructivist grounded theory methodology, the findings reveal that Chinese doctoral students proactively lead their doctoral studies to reach their goals by seeking resources and interacting with others. Their experiences are significantly influenced by a combination of internal factors, such as their agency and goals, and external factors, such as program settings, resources, and interaction with others. This study offers both research and practical implications for student advisors, faculty members, student affairs professionals, and U.S. institutions.