This paper presents an empirical study of the social situations of first year Chinese students in one UK University. The study used in-depth interviews and constructivist grounded theory to investigate the social situations of 19 foundation, undergraduate and postgraduate students in 2004-05. This exploratory approach was informed by Siu's "The Sojourner" (Siu 1952) that challenges traditional notions of adjustment, suggesting sojourners develop new ways of living neither characteristic of life at home nor of the dominant cultural group. The research findings challenge current 'educational rhetoric' that surrounds internationalization, including ideas of "exchange", "enlightenment" and "diversity". Rather than reflecting this rhetoric, students' experiences led to a social situation that was marginalized from UK students. This arose from a combination of the context created by the University and the interpretation of this context by students. The final section identifies key points for consideration when taking action to address the issues raised.