Over the past two decades, the practice of recruiting and hosting fee-paying international students in publicly funded K-12 schools has become normalized in Canada, particularly in Ontario, the largest and most linguistically diverse province. Mastery of English is a desired outcome of international education programs by international students, school districts and the Ministry of Education in Ontario. In this chapter, student and teacher perceptions of linguistic challenges and the availability of school-based supports for learning in English in one public secondary school are analyzed, framed by theoretical concepts from engaged language policy and practice (Davis Language Policy 13:83, 2014; Menken & Garcia, Negotiating language policies in schools: educators as policymakers. Routledge, New York, 2010; Ricento & Hornberger, TESOL Quarterly 30:401–427, 1996; Ball et al., 2012; Levinson & Cade, 2002). Respondents described significant challenges in overcoming linguistic barriers in most subject areas. While a few engaged teachers actively supported multilingual learning, participant narratives suggest that linguistically responsive pedagogy is far from the norm. In contrast, students themselves employed a variety of self-initiated strategies to make content comprehensible and developed allyships with other multilingual learners. Findings highlight a gap between policy rhetoric and enactment, in which both teachers and students are struggling to realize the aspirational goals of international education in this context.