University involvement is required to enact institutional change in order to bolster international students' success and mental health. This case study analysis examined how tangible change towards wicked problems can be achieved at both the institutional and individual levels. Under a participatory action research approach, a thematic analysis was utilized to code student surveys and administrator/faculty/staff/international student interviews. A group-level assessment was also employed to collectively determine action items associated with the study's research questions. The results propose existing characteristics of student success and mental health in order to buttress both. Additionally, methods to approach student success and mental well-being from an institutional and individual lens are suggested. Institutionally, to support international student success and mental wellness, the university should avoid siloed departments, base new programming around students' needs, and maintain humanistic qualities during interactions with students. Individually, to boost their personal success and mental well-being, this study posits that international students should pursue cultural understanding via cross-cultural conversations, exercise proactivity rather than reactivity, and seek community with both international and non-international peers. Lastly, implications for higher education resulting from the COVID-19 pandemic are discussed. [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.]