This study examined the nature and needs of international students in American higher education within the context of multicultural and globalized educational programs and support services. Most international students are considered developmental upon admission into postsecondary institutions. The success of these students has been attributed to the strength of their previous academic history, socioacademic integration, and institutional affiliation. Most suffer from empty nest syndrome, creating a need for career, familial, and occupational mediators. Successful multicultural educational programs and support services that emphasize developmental education have four holistic characteristics in common: (1) the programs address the whole student and present a whole academic process to the students; (2) in programs that provide remediation and enrichment in basic skills, diagnostic and placement tools are integral components of the academic culture; (3) the programs emphasize comprehensiveness in support services and the organizational structure of the developmental education; and (4) most programs emphasize cultural programming that incorporates students' social and academic integration and institutional affiliation within the institutional environment and instructional climate. Five tables provide international student enrollment data and educational programs and support services designed for specific problems and needs. (Contains approximately 80 references.) (RH)