In this paper, the author describes the academic and cultural experiences of mentoring graduate students at the Organization for Security and Cooperation in Europe (OSCE) Academy located in Central Asia. Students from Afghanistan, Kazakhstan, Kirgizstan, Uzbekistan, Turkmenistan, and Tajikistan studied and completed their Master in Economic Governance and Regulation Program degrees entirely in the English language. Most of them held undergraduate degrees in economics or accounting and were proficient in three or more languages. Even though the academy’s program was similar to those in USA, cultural differences between Asian and Western education programs were apparent. Therefore, cross-cultural mentoring was integrated to help students create new visions and pathways for future success and to enrich mentor-student relationships across different nationalities, races, genders, ethnicities, religions, and socioeconomic and socio-cultural backgrounds. The findings showed that due to the complexity of cross-cultural mentoring, mentors needed to have certain characteristics needed to develop trust between mentor and mentee. The author offers recommendations on ways that mentoring in higher education could better serve international students’ integration into the new global community.