This Education Leadership Portfolio (ELP) documents my efforts to enhance the transition experiences of international students at the University of Delaware by optimizing orientation programming. Orientation programming for international students consists of pre-arrival orientation, upon-arrival orientation, and extended orientation, which are aligned with the international student lifecycle. The problem that this ELP focuses on was framed based on a literature review, a student needs assessment survey, and satisfaction surveys of previous international student orientation programs. Based on the literature and data, the problem that this ELP sought to improve was that the current orientation programming was not optimally meeting the transition and adjustment needs of new international students. As such, the improvement goal was to increase the quantity and quality of orientation programming at the University of Delaware to better meet the needs of international students. I implemented three improvement strategies to address the improvement goal. The first improvement strategy was the creation of the Before You Arrive Pre-Arrival Webinar series. The second improvement strategy was to improve the quality of upon-arrival orientation. The third improvement strategy was to improve the quality of the extended orientation program, namely the First Year Seminar course. I conducted an evaluation of each improvement strategy to measure the effectiveness of each strategy in achieving the improvement goal. The results of the evaluation of the first improvement strategy indicated that students found the pre-arrival webinars to be useful in preparing them for their arrival and transition to the U.S. and at UD. The evaluation of the second improvement strategy indicated that students perceived to have increased understanding of the information provided at upon-arrival orientation and that they were satisfied with the program. The evaluation of the third improvement strategy suggested that the First Year Seminar course for international students had begun to achieve the goals of increasing students' academic skills and preparedness, increase students' familiarity with campus support services, and facilitate intercultural communication skills. However, the results of the evaluation were inconclusive in terms of the extent to which the third improvement strategy achieved the improvement goal. This ELP concludes with a reflection on the aspects that worked well in each improvement strategy and recommendations for further improvement beyond the ELP. [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.]