Confronting the distinctive challenges of international East Asian students is vital for the increasingly diverse United States higher education system. This study examines the experiences of six participants of East Asian descent during kinesiology doctoral programs at U.S. higher education institutions. The research design is qualitative inquiry rooted in Asian Critical Race Theory (AsianCrit). There were several subthemes emerged; (a) language barriers and/or proficiency, (b) cross-cultural dissonance, (c) multi-faceted challenges, (d) limited social relationships, and (e) extension of Asian identity as faculty. Findings are discussed in light of AsianCrit with a particular focus on marginalization--invisible presence and silenced voices, intersectionality--perpetual foreigners and unwelcome outsiders, lack of social and cultural capital, and counter stories. Frequently positioned as outsiders with minimal voice and visibility, their learning and success can be supported by increased institutional diversity training, culturally responsive asset -based instruction, and culturally contextual orientation.