INTRODUCTION China`s increasing Gross Domestic Product requires high educational qualifications, so more Chinese students decide to further their study overseas after graduating from universities or colleges. For those Chinese international graduates, studying overseas can not only help them acquire more academic studies for theoretical knowledge but can help them to get well prepared for employment as well. Aiming at helping graduate Chinese international students to make a clear plan of future study and career choice, the author focuses on some important factors that affect those students’ university and program selections. LITERATURE REVIEW Chinese International Graduates RESEARCH METHODS A. Participants a) Students Family and Financial Supports Interest and Aptitudes Research Questions Parents can either be the people who help Chinese graduates to make their decision, or the people who provide financial and emotional supports to help Chinese international graduates pay their school fees and living. Interest is the main factor which helps graduates maintain their enthusiasm in academic study and career, while aptitude is the main factor which leads students to search further in their way to success. A. Chinese Traditional Judgement of Occupations B. Influence of Chinese Career Market C. The National Ranking of Universities and Programs D. Program Supports and Barriers ① TRU GCES & M.Ed.: 15/33 students of Education Management are Chinese international graduates. The numerous target groups are promising. ② SZU Debate Team: In 2014, half of the graduates from Shenzhen University debate team chose to study overseas after graduation, and most of these students have strong personality as well as individual will. Their family status is similar: single child and middle class. b) University and Faculty Staff ① Dean of HSED ② Professors of M.Ed. & GCES ③ Chinese ISA (TRU World) ④ Writing Centre Coordinators & Tutors These university and faculty staff are familiar with Chinese international graduates about their study abilities and situations. They know the supports and barriers for Chinese international graduates who selected TRU as their final choice. B. Methods a) Talking Circle b) Survey c) Interview d) Data Analysis University and Program Choices Future Career RESEARCH QUESTIONS FURTHER RESEARCH QUESTIONS 1. What is the influence of the Chinese traditional judgement of occupations on program and university choice made by Chinese graduate students? 2. Does the Chinese career market affect program and university choice? 3. Does the national ranking of the university affect program selection? 4. Do program supports and barriers affect university selection? 1. Are you attending the university of your choice? Why? If there was another option for you, why did you not go there? 2. Are you taking the program of your choice? Why? If there was another option for you, why did you not choose that? 3. How can the university and program improve their supports to overcome the difficulties that you are facing? 4. Are overseas study and experience worthy enough for what you sacrificed to study overseas? 5. Does the program you are taking have a strong relationship to your future career? 6. What were the most important living experiences in your overseas study? REFERENCES Cai, Y. Z. (2014). Enhancing overseas Chinese graduate employability: the case of Chinese graduates with Finnish academic qualifications. Frontiers of Education in China, 9(2), 377-402. doi: 10.3868/s100-003-014-0031-x Fan, W. Q., Cheung, F. M., Leong, F. T. L., & Cheung, S.F. (2014). Contributions of family factors to career readiness: a cross-cultural comparison. The Career Development Quarterly, 62(3), 192-209. doi: 10.1002/j.2161-0045.2014.00079.x Hu, J. Y., & Hagedorn, L. S. (2014). Chinese Parent’s hope for their only children: a transition program case study. Journal of College Admission, 223, 34-42. Retrieved from http:// www.nacacnet.org Singaravelu, H. D., White, L. J., & Bringaze, T. B. (2005). Factors influencing international students’ career choice: a comparative study. Journal of Career Development, 32(1), 45-59. doi: 10.1177/0894845305277043 Wu, Q. (2014). Motivations and decision-making processes of mainland Chinese students for undertaking master’s programs abroad. Journal of Studies in International Education, 18(5), 426-444. doi: 10.1177/1028315313519823