This thesis explores lived experiences of ESL (English as a Second Language) Latino students at the University of Regina. The internationalization of higher education, a response to global changes, has brought new and numerous challenges to both ESL/international students as well as universities. Despite some annual fluctuations, Canada is among the top fifth of countries regarding international post-secondary enrolment. Therefore, Canadian universities are among the universities that need to adapt to numerous challenges that the internationalization of higher education brings. In light of these changes to Canadian universities, this qualitative study explores lived experiences of ESL (English as a Second Language) Latino students at the University of Regina. The data for this study were collected from interviews with five Latino university students. Interview data were analyzed using a reductionist phenomenology approach in order to understand "what is it like to be an ESL Latino student at an undergraduate level at the University of Regina?" This research is also influenced by reflexive auto ethnography as I include my own voice and stories throughout the thesis. The data from this study reveal that experiences such linguistic othering and racism may influence students’ performance in class and in university life. This study also explores how native speakerism and intercultural misunderstandings affect the participants. With this study, I intend to contribute to academic discussions that seek to explain what potentially suppresses ESL Latino international students’ success and to portray some common experiences ESL Latino international students have in one Canadian university.