In what ways do students cultural norms inform their expectations and experience within international education and WIL? Applying Geert Hofstede’s (1980) framework for cultural dimensions to a qualitative study, Brian Rochat’s research explores staff and student perceptions of how culture affects learning and development within international education. The project included international student participants, from 11 different countries and representing 11 programs, registered within a central Canadian Polytechnic, as well as 5 staff. This study was grounded in the epistemological perspective of social constructivism that presumes ‘people are born into cultures that have already constructed meaning about their objects and symbols, and that an individual’s understanding of meaning is shaped by sociocultural influences that manipulate their behaviour, experiences, and thinking’ (Licqurish and Seibold 2011, 12). The presentation will unpack findings relating to international students experiencing Canadian cultural norms, challenges/barriers, and recommendations for delivering culturally relevant WIL.