The purpose of this study was to assess graduate and undergraduate international respiratory therapy students’ perceptions of the impact of their international educational experience on their life experience and development.

Data were collected through a validated descriptive survey. Four main dimensions of development were assessed: professional respiratory therapist (RT) role, global understanding, personal development, and intellectual development.

The sample size was 62. Just over half of the subjects held a graduate degree in respiratory therapy, and 47% held an undergraduate degree in respiratory therapy. Female participants accounted for 13% of participants. The dimensions of development that were the most affected for RT undergraduate students were professional RT role and global understanding, whereas personal development was the most impacted area of development for graduate RT students. The time spent abroad for education had a positive correlation with the students’ perceptions of development of their professional RT role (r_s = 0.43, P = .001), personal development (r_s = 0.26, P = .047), and overall survey development score (r_s = 0.28, P = .036). Former graduates had a significantly higher perception of development of their professional practice (P = .035) and cultural interaction (P = .03) than did current students.

International education has a large overall positive impact on students’ life experience and development. The study findings support the value of promoting international education in RT programs due to its role in advancing students’ development and the internationalization of RT education.