The authors introduce a pedagogical paradigm for international graduate students studying community counseling in the United States. The paradigm is based on previous research conducted by the authors on the educational experience of four international graduate students in a master‟s level community counseling program. The paradigm includes five phases and is in the form of a path with an emphasis on respecting the world cultures of students from other countries and addressing the special needs of international students studying in the United States. The paradigm contributes to the ongoing dialog related to the pedagogy of counselor education
