Global student mobility, as a rapid growing phenomenon, has had a major impact on the diversification of the U.S. college student population (Laanan, 2006; Jindal-Snape & Rienties, 2016). There were around 1 million international students in 2021-2022 in U.S. higher education (Open Doors, 2023); these students experience different kinds of transitions when they enter U.S. higher education. Studies related to international students' transitional experiences have been focused on their language and cultural barriers while adapting to the U.S. higher education (Olt & Tao, 2020; Jindal-Snape & Rienties, 2016; Zhang, 2016; Montgomery, 2019). Very few studies have engaged this topic while centering language equity and institutional support. This dissertation study uses mixed methods and a holistic approach to collect data from international students, faculty members, and staff at a public U.S. higher education institution to study the transitional experiences of international students, from the perspective of community cultural wealth (Yosso, 2005) and with theoretical support from Schlossberg's transition theory (Anderson et al., 2012). This study's findings underscore that more effort is needed to address language equity in higher education from an asset-based perspective and implement an institutional support model for international students, who do not constitute a homogeneous population. Several other recommendations, which flow from this study's findings, are provided relating to how to support international students' transitions into U.S. higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]