This study examined how international students make sense of their experiences while taking information literacy courses in the United States. Knowledge generated from students is expected to inform how faculty at U.S. institutions of higher learning respond to cultural and educational differences regarding information literacy and international students. One on one interviews were conducted with eight international students who had completed a course with information literacy competencies in the United States. Interpretative Phenomenological Analysis (IPA) was used to analyze transcripts and identify four group experiential themes and six subthemes. The four group themes that emerged from the transcripts were: 1) Students had diverse understandings of information literacy, plagiarism, and the proper attribution of sources, 2) Understanding of information literacy generally increased after receiving instruction in these competencies, 3) Participants found some elements of the information literacy instruction they received to be confusing; they needed more clarity on some topics, and 4) Participants generally appreciated the teaching practices of faculty but mentioned room for improvement. This study suggests that there are further opportunities to engage and connect with international students taking information literacy courses one on one, for faculty to engage each other in best practices, and for faculty to consider updates to courses based on student feedback to make stronger connections with their international students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]