Recent data indicate a drop in the enrollment and re-enrollment of international students at colleges and universities in the United States. Campus climates and cultures, specifically the historically grounded facet of these climates and cultures, remained unexplored as a possible cause. This ethnographic case study's purpose sought to explore the unknown meanings of institutional histories in the social and cultural integration of international students within the University of Alabama's institutional mnemonic community. Four questions guided this inquiry: How does the University of Alabama identify its mnemonic community? What are international student/learner perceptions of their institution's histories? What strategies do international students/learners use if they participate with institutional histories during their collegiate experience? What are the meanings of identified modes of mnemonic community transmission?A theoretical framework established in organizational history engagement scholarship grounded this study. It provided modes and meanings of history engagement that explore what part of an organization's community, in this case, the University of Alabama's mnemonic community, its members identify. That is, are they core community members, emerging and new members, or do they exist on its periphery? Data collection methods included an archival/document search, a pedestrian survey of campus, semi-structured interviews, multiple campus tours, individual tours of a campus history museum, and researcher reflective and field journaling. The study demonstrated that different types of campus histories elicited varying degrees of research participant salience ranging from highly visible and participatory to peripheral and non-existent. Within these varying degrees of salience, participants found equally varying levels of meaning from deep association with the institution, eagerness to learn and continue to participate in campus cultural tradition, to exclusion and isolation. Participants identified barriers to campus history engagement within a culture of curiosity and appreciation. These findings guide higher education efforts to assist international students in their campus cultural integration. These include aligning history-themed curricula with their needs such as language offerings and time flexibility, continuing to focus on select histories while expanding interpretation and engagement opportunities for others and eliminating financial barriers to engagement. [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.]