American planning schools increasingly emphasize the global dimensions of planning pedagogy while also increasing enrollment from international students. However, few studies have examined how an American planning education serves the career development of international students, particularly those who return home. This study responds by exploring the experiences of students from mainland China who obtained a U.S. planning degree and then returned to work in China. Interviews with returnees highlight their struggles both in the United States and back home. Their experiences suggest opportunities to improve American planning schools’ pedagogy and services for Chinese and other students, domestic or international.
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