The focus of the current study was to explore and describe the shared experiences of international students as they adapted academically and socially to a Christian university in North Texas. The research focus resulted from the gap identified in the literature review: the lack of knowledge about the experiences of international students as they adapt academically and socially to Christian universities in the U.S. The current study used phenomenology to carry out such a research endeavor. As a result, eight common themes emerged: first, learning to think critically was the most fulfilling yet strenuous academic adaptation experience; second, the practice of integrating faith and learning was challenging and incremental; third, spontaneous participation and written assignments with minimum word counts were unfamiliar assessment methods to the participants of the current study; fourth, participants experienced difficulties in learning how to establish friendships with local students; fifth, learning to participate in small talk was a crucial aspect of participants' social adaptation experiences; sixth, participants found more connections and affinity among other international students; seventh, language struggles affected participants both academically and socially, as well as spiritually; and eighth, participants were inspired and motivated by servant teachers as they adapted academically and socially to their Christian university. These findings contributed to the body of knowledge regarding international students' adaptation to American universities and led to feedback for leaders and administrators in Christian 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.]