This post-intentional phenomenological study grounded in Critical Whiteness Studies explored the lived experiences with whiteness, the post-intentional phenomenon, of white international graduate students from Europe. The study was guided by an overarching research question with two sub-questions. Data collection included three separate semi-structured interviews with six participants, journal entries, as well as researcher conversations, and data analysis featured thematic coding through NVivo. The first subquestion explored how the U.S. higher education setting shapes white European international students' understanding of whiteness. This line of inquiry found an overarching theme of participants' development from colorblindness to more racial awareness by having to grapple with their own white racial identity and constructions of race and racism in and outside the United States. The second subquestion explored how white European international students enact and benefit from whiteness in the United States. This line of inquiry highlighted white privilege in the form of European privilege. Together, these two lines of inquiry gear at the overarching research question of the lived experiences with whiteness of white European international graduate students in the United States. Overall, these inquires culminated in reflections on the participants' understandings of nationality versus race and a sense of (not) belonging in the U.S. higher education setting. [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.]