Research has shown that many international students attending public high schools in Canada are unaccompanied by their parents and that these students very often live in a homestay (e.g., Popadiuk, The adjustment of international secondary students in the Vancouver School District, 1998; Wong et al., Canadian Journal of Public Health 101:241–245, 2010). However, homestay has remained somewhat of a grey-area in the K-12 international education sector, and curiously, has received only minimal attention in educational research. Working with data generated as part of a year-long ethnographic case study of fee-paying international students (FIS) at a public high school in western Canada, in this chapter I sketch some of the distinguishing features of FIS homestay as it occurred in that specific context. Taking a language socialization perspective and using a broadly discourse-analytic approach, I present an analysis of how homestay was described in the accounts of four FIS, two administrators, and one teacher. By demonstrating how it is a central topic and resource in participants’ constructions of and sense-making about FIS experience, I argue that homestay has played an important socializing role in K-12 internationalization more broadly. I conclude the chapter by discussing homestay in the larger context of the ‘neoliberalization’ of public education.