In an increasing globally diverse society, international students enroll in American colleges and universities in unprecedented numbers. International students encounter lots of challenges as they adjust to student life in U.S. colleges and universities. While previous research has addressed these challenges with some student groups, limited research prior to this study has focused on international undergraduate students from Nigeria. The following research question guided this study: How do Nigerian undergraduate students who have completed their first year of a four-year college located in the northeastern part of the United States describe their academic and personal adjustment experiences? Three subquestions shaped this inquiry: (a) How do academic adjustment experiences influence the transitions of Nigerian students to American higher education? (b) How do personal adjustment experiences that confront Nigerian students influence their transitions and adjustment to American higher institutions? and (c) What factors will help to enhance Nigerian undergraduates' academic and personal adjustment experiences in American higher institutions?. In this qualitative case study, 10 Nigerian undergraduate students who had completed their first year of college participated in semi-structured interviews. Data analysis utilizing MAXQDA software included transcriptions of the interviews along with memos and field notes. The findings established that Nigerian undergraduate students face challenges related to language barriers, culture shock, the need to balance school and work life, the high cost of living, insufficient support systems, and negative emotions associated with their transitions from Nigeria to the United States. The findings also demonstrated that these students develop a number of coping strategies by aligning their cultural dispositions with the obtrusive language barriers. They work while in school, seeking additional financial and social resources, establishing new support systems while working to integrate into their local communities. The implication here is that more help can be used in easing transitions for foreign students. Suggestions for future research include a longitudinal study to follow Nigerian international students throughout their college education to determine whether some barriers could be alleviated to ameliorate the impact on the academic and personal lives of the expatriate students. [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.]