Abstract
This qualitative study examines Kazakhstani postgraduate students' motivations, intercultural experiences, and aspirations at a Turkish-medium university in Türkiye. Framed by Byram’s (2008. From Foreign Language Education to Education for Intercultural Citizenship: Essays and Reflections. Multilingual Matters) model of intercultural citizenship, it investigates how students navigated cultural differences and developed their identities within different contexts. Data were collected through written narratives and semi-structured interviews with ten students. Participants were initially motivated by financial accessibility, cultural proximity, and academic reputation. Despite valuing Turkish hospitality, many encountered racial stereotyping and linguistic racism, hindering meaningful intercultural engagement. Challenges were compounded by limited international diversity, Turkish-medium instruction, and insufficient institutional support. The study underscores the importance of increasing awareness about international students' learning the local language(s) in non-English speaking countries and embedding intercultural citizenship education into institutional structures, particularly within emerging study-abroad contexts.