This study examines the factors that influence the academic and social adjustment of international students at public higher education institutions in New York State, within both the City University of New York (CUNY) and State University of New York (SUNY) systems. The Achieved Sample was comprised of 503 participants. Five aspects of adjustment to student life were examined: (1) cultural and practical matters; (2) academic expectations; (3) second language communication; (4) near-community and social life; and (5) personal and psychological nature. The Post-Secondary International Student Experience Inventory (PSISEI), an on-line survey instrument developed for this study, was used to gauge levels of adjustment across these areas and creates a set of composite measures that can be used to compare adjustment across sub-groups of international students. This study broadly puts forth the following research hypotheses: (1) Academic and social adjustment of international students differs based upon personal attributes (i.e., age, region of origin, and family status); and (2) Academic and social adjustment of international students differs based upon by institutional attributes (i.e., Two-year v. Four-year and Rural v. Urban). While prior research has identified and examined aspects of adjustment of international students, this study builds on and extends that research in the following ways: (1) A very narrow definition of international students was used; (2) International students at different types of institutions, in different settings across two university systems were examined; and (3) The study examined differences that may exist between international students based upon personal and institutional attributes. The key findings that emerged from this study were: (1) There were no differences found in adjustment based upon age, family status or institution type; (2) Differences were found in adjustment based upon Region of Citizenship, with students from East Asia experiencing the greatest degree of difficulty; (3) Differences were found in adjustment based upon institutional setting (Rural v. Urban), with students enrolled in Urban Institutions experiencing the greatest degree of difficulty; and lastly (4) Students who lived with other international students were not as well-adjusted when compared to those who did not live with other international students. [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.]