In the context of educational globalization, the United States is the largest host country for international students. While studying abroad offers opportunities, it also presents complex challenges. Disciplinary differences can make these challenges more pronounced in culturally rooted areas, such as music and education. Music education-a confluence of both artistic and social constructs-reflects localized pedagogical beliefs, curricular standards, and broader societal values.  Although scholars have explored the experiences of international students in music performance and music therapy (Choi, 2012; Kim, 2011; Seol, 2022), research focusing on international students in music education remains limited (Shi, 2024). Chinese students constitute the largest group and a substantially higher percentage of international students are enrolled in graduate programs compared to undergraduate programs (Institute of International Education, 2025) and a growing subset of the music education graduate student population comprises Chinese graduate students who completed undergraduate studies in China and subsequently pursue graduate study in U.S. music education programs, potentially encountering unique cultural and academic adaptation processes. This collective case study aims to examine the lived experiences of Chinese international students pursuing degrees in music education in the United States. The research questions guiding this study are: 1. How do Chinese international graduate students in music education describe the experience of their studies in the United States? 2. What factors influence participants’ learning experiences?  Six Chinese international graduate students in music education at U.S. institutions participated in this study, representing diverse genders, geographic regions, institution types, and musical backgrounds. Data collection consists of three rounds of semi-structured interviews with each participant and a two-hour focus group interview within 3 participants. In addition, supplementary materials contributed by participants illustrate their formal and informal learning experiences, e.g., social media artifacts, teaching videos, personal statements, and reflective writing. This research employs both within-case and cross-case analyses to examine participants’ experiences.   Preliminary findings reveal that Chinese international graduate students navigate a multilayered process of linguistic, pedagogical, and cultural adaptation. The study also uncovers instances of “mutual misunderstanding” between international students and their faculty and peers. These tensions illuminate the bidirectional nature of intercultural literacy, indicating that while international students must adapt, greater cultural awareness among domestic faculty and students would also facilitate the adaptation process. This study suggests the need for more supportive institutional structures for international students,and more inclusive music education environments that recognize international students’ cultural resources and evolving teaching identities in cross-cultural contexts.