In this qualitative study, I explored the strategies that international undergraduate students at a public research Midwestern university in the United States employ to persist and survive their educational transition to achieve academic excellence. Using Tinto's (1987) theory of persistence as the theoretical framework, this paper employed a case study method. Five undergraduate international students were interviewed via semi-structured in-depth interviews. The findings indicated that students experienced both academic and non-academic challenges. Strategies adopted included involvement in out-of-classroom activities and dependence on family and friends. Recommendations include requiring academic counsellors and university administrators to devise curriculum and programs to assist international students. Further, the teaching faculty should reach out to students who have English language challenges.