This qualitative study was guided by standpoint theory and cultural competency theory for the purpose of exploring the lived experiences of internationally educated Filipina nurses (IEFNs) who migrated to Alabama to join the U.S. nursing workforce and to help alleviate the critical shortage of nurses. The goal of this research was to address the lack of transition programs for IEFNs in facilitating their transition related to socio-cultural differences, language barriers, and adaptation to their new living and working environment. This study discussed the impact (or the lack thereof) of transition programs for IEFNs. The rate of internationally educated Filipino nurses entering the U.S. nursing workforce has been increasing faster than the rate of new nurses educated in the U.S. since 1998. Despite the increased utilization of IEFNs in the U.S., there is a lack of knowledge of how these nurses transition into the U.S. nursing workforce. Internationally educated Filipino nurses must adapt their practice and communication patterns to that of the new environment in order to successfully deliver safe, quality care to patients (Aiken, Buchan, Sochalski, Nichols, & Powell, 2004). This study therefore focused on the lived experiences of internationally educated Filipina nurses related to socio-cultural differences, language barriers, and adaptation to their new living and working environment. The experience of isolation, intimidation, discrimination and/or marginalization severely affected the transition and adaptation of the Filipina nurses. The development of transition programs based on these Filipina nurses lived experiences will hopefully help and assist in the transition of the newly hired internationally educated Filipino nurses or future internationally educated foreign nurses migrating to Alabama to join the U.S. nursing workforce.