This qualitative case study explores international graduate students’ experiences (IGSs) learning and using English for Academic Purposes (EAP) to support their graduate work in Education and Engineering at the University of Manitoba. These experiences are discussed in relation to IGSs’ interactions with the available resources offered by the institution. This study is framed by language socialization theory and sociocultural theory. The students played an active role in their learning through interactions with various semiotic resources and socialization with members of the target academic communities while developing their worldviews, statuses, and identities (Duff, 2010, 2019; Ochs & Schieffelin, 2017). The data collection engaged both student participants and instructor participants from Education and Engineering in semi-structured interviews. I also incorporated analysis of documents and my reflective self-narrative to gain insights into students’ experiences in learning EAP and how they navigated the system using individual strategies to socialize, legitimize their statuses for adaptation, and thrive in the university. IGSs perceived EAP as influential to their studies, career development, and intercultural communication while viewing it as an ongoing learning process despite their strong language proficiency and educational backgrounds. The findings confirmed the significance of familiarizing the IGSs with Canadian postsecondary education’s academic discourses and sociocultural contexts. Education student participants faced obstacles engaging in academic activities and discussions and completing graduate work due to unfamiliarity with the locally focused topics and curriculum in classrooms. Although Engineering counterparts found strengths in the common academic language foundation in engineering disciplines, they had difficulties in concise and precise technical writing, thesis writing, and writing for publication. The findings suggested the need for support services specifically tailored for disciplinary purposes at different stages of graduate programs because the available supports were too generic and basic. Recommendations for practices are offered to institutional policymakers, responsive faculties, instructors, and IGSs. Research results contribute to the literature on language socialization of postsecondary students in the context of English-speaking institutions by comparing and contrasting the experiences of students from the disciplines of Education and Engineering.