Background: Previous studies probing parent-child dynamics in decision-making situations are limited by their survey-based approach, and thus cannot identify factors beyond the choices available in the survey instrument or more deeply interrogate the process inherent in parent-child interactions. Methods: Using interview data from 50 Chinese international undergraduates at a large public U.S. university, this study investigated the family communication processes underlying the decision of studying abroad. Results: The results showed that decision-making processes were guided by (1) who initialized the idea and (2) whether the other party (either the child or their parents) supported the idea initially. Different processes induced six profiles and five different levels of students' autonomy during the decision-making process. This study contributes to our understanding of Chinese international students' interpersonal processes within their families before embarking on their journey to study aboard and aims to enhance the intercultural understanding of Chinese international students to inform institutional policies that better support student adjustment. [Note: The page range (142-155) shown on the PDF is incorrect. The correct page range is 142-160.]