With rapid internationalization of education, educational institutions globally face various challenges in responding to international student needs. Students’ mental health and wellbeing are strongly correlated with their academic performance and general overseas experience, but many international students struggle not only with mental health difficulties, but also a lack of adequate support. It is thus important to find culturally-acceptable ways to support their wellbeing. Wellbeing literacy, or a generalised capability that subsumes vocabulary, knowledge and skills of wellbeing related communication, may be a crucial component for bridging cultural divides. This research explores the role that wellbeing literacy plays in the wellbeing of Chinese international students studying in Australia. Through a mixed-methods approach, including an online survey and semi-structured interviews, this project aims to deepen the understanding of how lay people define and linguistically construct an understanding of wellbeing and provide insights into how wellbeing literacy relates to wellbeing at various levels. By understanding wellbeing literacy from participants’ perspectives, the project provides a foundation for better supporting international students.