In this dissertation, I explored the conceptions of Korean university students to understand their development of student self-identity while they were enrolled at a North American university branch campus in South Korea. The campus is one of many Transnational Branch Campuses (TNBCs) that have recently opened around the globe, and this study provides a qualitative description of student experience in the crucial first-year transition period. I used phenomenography, making full use of interviews to understand the circumstances and interactions of students at the campus, and to explore their goals and experiences. I ensured trustworthiness for the selected methodology through a multistep process of identifying themes, making comparative analyses, forming categories, and creating an outcome space. My objective was to elicit student conceptions of their interactions at a TNBC, generate a practical and theory-based resource for practitioners in transnational educational contexts based on student conceptions, and suggest topics for further research. I found through the analyses that students have three comprehensive, categorized conceptions of experience at a TNBC which are crossed by six variations. The findings illustrate the conceptions of Korean students at a TNBC and provide insight for further research and TNBC development. [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.]