This research study proposes to examine the cultural intelligence of international student support staff, which in turn serves as an indicator for international student engagement and the acculturation outcomes of international students on university campuses in the state of Louisiana. In this study, the major theoretical construct, student engagement theory, is explicated through the three dimensions of engagement, the three foci of engagement, the identification of institutional engagement types, and the practice of international student engagement. Factors associated with acculturation, including intercultural competence, intercultural sensitivity, and emotional and cultural intelligences are explored. Specifically, the theory of cultural intelligence is tested amongst a population of higher education professionals charged with supervising international students on their respective campuses within a major university system in Louisiana to see in what ways higher education staff's self-reported levels of cultural intelligence influences the acculturation outcomes of international students. [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.]