English as an international language leads many students to study abroad and become intercultural people, immersing in different cultures and enhancing their language ability. When international students enter a host country, they face intercultural difficulties that require them to adjust. Those experiences impact their lives and future careers. This phenomenological study presents the intercultural perspectives of 26 Taiwanese college English teachers, 16 female and 10 male, who had successfully completed their graduate degree overseas. Those perspectives were gained through interactive interviews that focused on participants' personal voices. A review of the literature provided the theoretical framework through which to examine intercultural adaptation using the lenses of language, class, and culture. The 26 Taiwanese college English teachers represent intercultural experiences ranging from 12 months to 16 years. Six themes emerged from the interviews: (a) culture shock, (b) housing and settling, (c) outsider, (d) language barriers, (e) homesickness, and (f) reentry. Such information could be utilized by school faculty to better aid international students and understand all sojourners at all stages of transition in the host country. In addition, university English curriculum departments might find the information in this study a valuable directional resource when designing English programs.