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Increasing degree-seeking international students from affluent Asian countries, who use English as an additional language (EAL), have contributed to cultural and linguistic diversity in Australian universities. However, such diversity posed challenges in pedagogy and assessment. Drawn from a larger interview study, exploring what resources helped first year EAL international students come to belong in an Australian university, this paper addresses these students' concerns of finding group members. The data is analysed through Bourdieu's concepts of field and capital to provide insight into what underlies decisions over whom to group with. This paper finds that these students are caught between seeking a sense of belonging and networking to local student peers. It is argued that these considerations are produced by both prior educational trajectories and new conditions on offer in Australia's local classrooms. The findings have empirical implications to enhance group work experience in the higher education sector.