This study employs a mixed-methods approach to explore the experiences of Asian international and Asian American college students with the model minority myth, its impact on their mental health, and their attitudes toward seeking help. Specifically, the study aims to achieve the following objectives: First, to investigate Asian college students' understanding and perceptions of the model minority myth; Second, to identify the different kinds of model minority stereotypes experienced by Asian college students; Third, to examine the frequency of Asian college students' experiences with the effects of the model minority myth; Fourth, to investigate group differences in the frequency of the model minority myth experience, student mental health status, and willingness to seek help based on demographic characteristics such as citizenship, gender, major, year of study, and current GPA; Fifth, to examine the influence of the model minority myth on Asian college students' mental health and their attitudes toward seeking help; and sixth, to provide implications for educators, mental health professionals, and Asian college students to address mental health concerns. This study draws its framework based on a comprehensive review of existing literature, with a particular focus on Liang, Goodman, Tummala-Narra and Weintraub's (2005) help-seeking model and Kim and Lee's (2014) framework. The study collected quantitative and qualitative data via an online survey and fifteen follow-up interviews. The data were gathered from a 4-year public institution in the central United States, which had nearly 5000 multicultural students and 3000 international students enrolled. To address the research questions, the study employed various quantitative research approaches, including Exploratory Factor Analysis (EFA), descriptive analysis, comparative analyses (independent sample t-tests and One-way Analysis of Variance) and sequential multiple regression analysis. Qualitative data were analyzed following the phenomenological study data analysis steps to gain a deeper understanding of the research topics. The integration of data involved comparing the quantitative and qualitative data to identify convergent and divergent findings, allowing for a comprehensive analysis of the research questions. The study found that the model minority myth persists among both Asian and non-Asian communities, and the stereotype related to intelligence was the most frequently reported. The myth was found to have harmful effects on various aspects of the academic, social, and psychological lives of Asian international and Asian American students. Personal experiences, cultural backgrounds, knowledge, and levels of awareness influenced individuals' interpretations and perceptions of the myth. The study also revealed that the myth exacerbated mental health issues among Asian college students, leading to stress, anxiety, depression, and feelings of isolation and disconnection from others. The stereotypes, combined with cultural and linguistic barriers, continued to influence Asian international students' college experiences. Moreover, the study found that Asian students tend to internalize the stereotypes and remain silent, believing that they should handle their mental health issues independently. Stigma emerged as the primary factor contributing to the reluctance of Asian college students to seek professional therapeutic help, as seeking help for mental health issues is viewed as a sign of weakness or failure in many Asian cultures. Overall, this study adds to the growing body of research on the model minority myth, particularly in the context of higher education. By examining both the quantitative and qualitative data, this study shed light on the pervasive nature of the myth and its detrimental effects on students' mental health and help-seeking behaviors. The study's emphasis on the perspectives and experiences of Asian international students contributes to an area of research that has historically focused more on Asian Americans. In addition, the study highlights the need for culturally responsive mental health support and resources that acknowledge and address the unique experiences and challenges faced by Asian American and Asian international students in American colleges and universities. It is hoped that the findings of this study will inform the development of effective interventions and support systems that promote these students' mental health and well-being. [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.]