This study documents the experiences of international students at one Historically Black Colleges and Universities (HBCU) in the United States. The purpose is to explore how international students define their academic success, and how they were able to use institutional support services to achieve their academic goals. The review of existing literature on the support services provided to international students shows that international students recall varying degrees of satisfaction and some of them struggle with the use of academic support services in institutions in the United States. The studies noted that the various institutions, as the providers of services for international students, need to meet up with the expectations of the students they serve. Qualitative data from interviewing 10 international students in an HBCU was used to determine the factors influencing international students to succeed in their academic pursuits. This study's significant finding revealed that despite HBCUs' provision of support services, many international students are unaware of and struggled to access most support services, and this affected them academically. Learning platforms were complex for them to navigate, which led them to fall behind in their class work (York et al., 2015; Cuseo et al., 2014). The participants emphasized that HBCUs need to note the importance of access to on-campus jobs, academic funding, understanding the learning process and platforms, the online library, transportation system, and provision of adequate accommodation. This study would enlighten administrators in HBCUs, and it is recommended that HBCUs research the academic support needed by international students from time to time to enable their academic success and retention. [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.]