The article by Lunetta and van den Berg addresses an interesting and important topic. It surveys an extensive range of relevant literature and pinpoints some very crucial difficulties encountered by low-income country (LC) graduate students during and/or after their studies in high-income countries (HC) such as the USA.' Furthermore, the article offers a number of suggestions for the better matching of graduate program characteristics to the needs of those students. Lunetta and van den Berg identify a set of goals that science education programs in the United States seek to develop in their graduate students. By describing general characteristics and needs of graduate students from LCs, they find a rationale for developing suggestions aimed at "reducing discrepancies" between LC students' needs and HC program goals. The focus of the authors' arguments is that as LC graduate students enter HC programs with an array of diverse cultural perspectives, experiences, competencies, and present and future expectations which differ from those of their HC colleagues for whom the goals were envisioned, there is a need for filling the gap, that is, for facilitating "remediation of deficient prerequisite and adjustment of program components." The article reveals a sensitivity to cross-cultural issues and a good understanding of some of the specific problems and difficulties faced by LC students pursuing HC graduate studies. It serves as an alarm by providing awareness of the importance of asking questions and reflecting upon these matters, and offers suggestions on ways to modify programs to address such questions, difficulties, and issues. Although there is no "recipe" likely to solve all of the problems, these reminders and hints can shed light on them. This response elicits some concerns on my part, which I will consider next.