A systematic review of 21 empirical studies identified language barriers, cultural dissonance, academic expectation gaps, and social isolation as four core challenge clusters for international postgraduate students, with supervision outcomes directly linked to supervisor multicultural competence (Ramchander, 2022). International students face additional intersectional pressures: race, migration status, and epistemic marginalization within hidden curricula that privilege Western knowledge systems (George Mwangi et al., 2019; Kidman et al., 2017). Cross-cultural PhD research distilled seven factors supporting mutual transformative learning, including trust-building and meta-communication (Gjøtterud & Ahmad, 2018). International students themselves identified three elements of equitable doctoral education: authentic inclusion, differentiated teaching and assessment, and individualized institutional resources (Hou & Jam, 2020). Drawing on lived experience as international graduate students, this session equips advisors and new professionals with equity-informed supervision strategies grounded in evidence.