This study examines the extent to which various challenges and supports experienced by international students affect their satisfaction level, as reflected in their reported intention to recommend (or not) the University of Manitoba to other individuals. Additionally, it looks at whether the associations between challenges and satisfaction and between support and satisfaction are moderated by students’ initial expectations about their educational experience at the University of Manitoba. Expectation Confirmation Theory (ECT) conceptualizes the associations between international students’ higher education experiences and whether or not they would recommend their university to prospective students. This study uses secondary survey data on international student experiences collected in 2020 at the University of Manitoba. Most sampled international students were satisfied with the University of Manitoba. Ordinal logistic regression models show that institutional support and initial expectations were associated with increased student satisfaction as evident in an increased likelihood of recommending the University of Manitoba. Conversely, academic and discrimination challenges negatively impacted their likelihood of recommending the University of Manitoba. Additionally, the negative effect of language challenges on the possibility of recommending increased with higher initial expectations. Policy recommendations include improving services and support to mitigate academic, language and discrimination challenges.