This phenomenographicstudy explores international master’s degree students’ ways of experiencing support in Finnish higher education. The study draws on Schlossberg’s Transition Model and the Culturally Engaging Campus Environments Model as a conceptual framework. The phenomenographic analysis of 17 interviews with international master’s degree students identified four ways of experiencingsupportas:(a) study system adjustment, (b) learning enhancement, (c) personal growth, and (d) autonomy development. The findingsidentifiedparticipants’experiencing support in relationships, use of information, communication, services, the flexibility of studies,learningand study environments.The presence of two indicators,Humanizing Educational Environments and Availabilityof Holistic Support suggested that the campus environment wasculturally responsivetoacademic and personal support of international degree students. The findings contribute to the understanding of support for international degree students in higher education and may be used to develop services to support international degree students’ social, cultural, and careerintegration into host communities.