Background: International students often encounter systemic and individual challenges, especially in language-intensive fields like Speech–Language Pathology (SLP). Although their experiences are documented in well-established contexts, little is known about newer host countries such as Türkiye, where enrolments have recently risen. Understanding this is crucial for identifying barriers and support needs, impacting outcomes, and the internationalisation of SLP education. Aim: This study explores the educational experiences of international undergraduates in the Speech–Language Pathology program at Anadolu University, Türkiye. Methods and Procedures: Using a phenomenological design, data were collected through focus group interviews with nine female students and were analysed thematically. Conclusions and Implications: International SLP students in Türkiye encountered familiar challenges—language barriers, uneven preparation, and integration difficulties—amplified by diverse entry pathways and local dynamics. Nevertheless, they demonstrated resilience by developing self-discipline and valuing educational quality despite mismatched expectations. The findings emphasise the need for institutional support: clearer communication of norms, structured orientation, and culturally responsive supervision could help reduce systemic barriers, while mentoring and buddy systems might further aid integration and clinical readiness, benefiting both students and the profession. WHAT THIS PAPER ADDS: What is already known on this subject International students in health-related fields often encounter difficulties with language skills, academic readiness and social adaptation, affecting their clinical training and professional preparation. Previous research in Speech–Language Pathology (SLP) has mostly looked at these issues in well-established host countries. However, little is known about international SLP students in newer locations like Türkiye, where enrolments have grown rapidly. What this paper adds to the existing knowledge This study documents, for the first time, the educational experiences of international SLP students in Türkiye. Beyond language and academic challenges, findings reveal that diverse admission pathways, reliance on educational consultants, and mismatched institutional expectations significantly influence adjustment. By illustrating how structural and individual factors intersect, the study provides a broader perspective that complements existing research and places these findings within global discussions on international student mobility in language-intensive disciplines. What are the potential or actual clinical implications for this work? Because SLP is inherently language-based, challenges with academic Turkish and inconsistent preparation can weaken students’ confidence and skills in clinical practice. The findings indicate that institutional strategies—such as more comprehensive orientation, culturally sensitive supervision, and organised peer support—may lessen barriers and better prepare international students for professional practice. These actions can also facilitate the transition for graduates returning to multilingual practice environments, improving both student success and service quality.