The driving theme for this research was cultural discontinuity as experienced in the American academic institutions. Cultural discontinuity is understood as a way in which the cultural practices and values of students' home culture affect the academic achievements of the students usually, resulting in low academic accomplishments. This phenomenon can be triggered by the existing disparities and gaps in the educational and cultural structures of a society. This research investigated the encounters, challenges, and perspectives of women born in Iran who initially received their primary and/or secondary education in the post-revolution Iranian education system and later obtained college degrees in America. The study examined the approaches that women, in the study, employed in completing university programs in the American college system. The research indicated measures for educational success in the eyes of the study's population and their advice for future students pursuing college education. Additionally, the investigator highlights the historical, cultural, environmental, and societal factors contributing to the academic achievements of Iranian American women. This aspect sheds light on the experiences various minority groups encounters in their academic journey adapting to the American mainstream culture. The study had a qualitative phenomenological approach, selecting 15 candidates by purposive sampling and interviewing them using partially structured interview style. The interview questions added up to 10 inquiring and exploring the purpose statement. The study's findings will be instrumental to the research on culture, equity, and inclusivity as they provide a discontinuity evaluation model for all educational institutions to use in order to conquer the challenges experienced during this process. The discontinuity evaluation model illustrates the various elements contributing to discontinuity including cultural and linguistic challenges. Additionally, the model presents a framework for training in managing discontinuities to build cultural fluency within educational settings. Moreover, college institutions can use this model and training to assist educators, staff, and administration become culturally aware of their students' experiences and use this information to design appropriate instructional material that meets the needs of their diverse 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.]