Every day that passes presents massive change to students and instructors at all levels of education. Nowhere are these changes more evident than in the area of instructional technology, especially at the postsecondary level. This scenario is doubly complex when the participants are from countries other than where they were born and raised. Instructors and administrators in universities can take steps to insure a smooth transition from one culture to the next by addressing a multiplicity of levels that impact students and instructors from abroad. This paper addresses the affective domain, and how concerns related to the initial well being of international participants first has its focus on basic survival skills. Taking concepts from Change Theory (Rogers, 1983 and Havelock & Zlotolow, 1995) and combining it with those of the Affective Domain (Martin & Briggs, 1986), the paper presents a cultural adaptation model that may prove useful in working with Asian students in American Universities. (Contains 23 references.) (Author/AEF)