Using data from the Wabash National Study of Liberal Arts Education, this study examined non-native English-speaking (NNES) students on selected college experiences and outcomes. The results suggested that NNES students were less likely to have close relationships with faculty and satisfying relationships with peers. They also experienced greater difficulties in making friends and worked for longer hours compared to other students. However, NNES students tended to have higher college GPA than their peers. Additionally, there was no significant difference between NNES students and their peers in bachelor's degree attainment and graduate degree plans.