There is concern over international students' low academic achievement at the college level. Due to language challenges and cultural differences, international students' academic achievement is not satisfactory that resulting in a decrease in the retention rate. Note-taking strategies such as the concept-mapping method may enhance international students' knowledge acquisition by providing students with learning tools that promote meaningful learning. The purpose of this mixed-method approach with a comparative research design was to investigate the effects of the concept-mapping strategy on international college students' economic learning and perceptions. One intact class comprised of international students was designated as a concept-mapping strategy group. Another intact class contained English-speaking students who were designated as a comparison group. The students who were in the intervention group applied concept-mapping strategy while learning about economics. The student who was in the comparison group did not receive any special instruction during the research period. Both groups were given quizzes and midterms on economic learning. At the conclusion of the study, students' economics achievement was measured by performance on achievement tests, including quizzes and midterms, concept-mapping rubric scores, and classroom participation. The concept-mapping strategy was found to effectively increase international students' achievement in economics. The results indicated a positive trend of quiz scores across time for four quizzes and two midterms for both groups. The results also suggested no statistically significant difference in classroom participation scores between the two groups, which indicates that international students with traditional education background that is passive were participating at the same level as students from the US. The correlation coefficient between the concept-mapping total score and final grade indicates a moderate positive correlation. Six themes emerged from the qualitative data: (a) prior knowledge and use of the concept-mapping strategy, (b) resources for concept maps development, (c) participant-identified advantages of using the concept-mapping strategy, (d) the reasons for ambivalence about using the concept-mapping strategy, (e) additional note-taking strategies used by participants, and (f) participants' willingness of using the concept-mapping strategy in the future. Lastly, the study suggests that instructors and teaching assistants should teach students the concept-mapping strategy as a means to take notes effectively. Furthermore, practitioners should consider applying the concept-mapping strategy as an alternative assessment method. Finally, future international students should have a flexible mindset and learn a new approach such as the concept-mapping strategy to adapt to the new learning environment. [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.]