This study presents a phenomenological exploration of the experiences of eight non-traditional international students (NTISs) at a southeastern U.S. public research university. Recognizing a significant gap in existing literature regarding NTISs and their distinct needs and characteristics, this research aims to enrich the knowledge base and guide higher education professionals in developing effective support services. The study's methodology involved a purposeful selection of participants and the collection of rich, descriptive data through semi-structured, open-ended interviews, focusing on NTISs' perceptions of institutional support services and their needs for academic success. The study employs open coding for data analysis and uses thorough validation and bracketing techniques to ensure the research is trustworthy and valid. The investigation identified five prominent themes reflecting NTISs' experiences and perspectives: (a) communication issues, (b) insufficient or limited services, (c) financial concerns, (d) experiences of subtle discrimination, and (e) the sense of a welcoming campus environment. These themes encapsulate the core of the participants' experiences and highlight the imperative for higher education institutions to tailor support services to the unique requirements of NTISs.