International students face multiple challenges while adjusting to the U.S. academic culture. The purpose of this quantitative study was to explore and identify the academic problems these students face and how these problems influence academic adjustment. The study also focused on identifying students' strategies to overcome these academic challenges. A 57-item online survey, which included four open-ended questions, was administered to 362 participants from two large public universities in southern California. The academic problems were divided into three categories: pedagogical differences between international students' home countries and the United States, English language difficulties, and the mismatch between international students' educational expectations and their experiences in the United States. Results reveal that most international students considered U.S. pedagogy a more prominent issue than the mismatch in expectations and English language difficulties, though the latter was the most highlighted problem in the open-ended responses. Results also show differences between demographic groups. Racial microaggressions and financial issues were identified as nonacademic challenges that influence academic adjustment as well. The library, professors' office hours, and academic advisors were the campus resources most frequently used as strategies to cope with these challenges. This study also found that most participants relied on self-help, friends, and technology as coping strategies and did not feel comfortable using certain university resources. The relationship between academic problems, adjustment strategies, and academic outcomes was also explored. Results show that U.S. pedagogy, English language difficulties, and frequency of meetings with academic advisors were significant predictors of academic outcomes. One implication of this study is that a negative academic experience, with a consequent drop in enrollment, can result from international students' lack of familiarity and dissatisfaction with some of the campus resources as well as their frustration due to academic problems, a new academic system, and racial microaggressions. Proposed recommendations include developing equitable policies and resources, promoting culturally and linguistically responsive pedagogy, and providing training and orientations to help international students' academic adjustment in 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.]