International students' adjustment has been studied for many years. However, "first-generation" international students have not been adequately explored. International students and first-generation students both have many obstacles they must navigate and adapt to quickly to succeed in school. This study aimed to better understand who first-generation international students are and the types of experiences they have while adjusting to life and college in the United States. To explore this population, qualitative research methods were utilized. There were two portions of this study; the first was a short survey that collected demographic data and asked students to define who first-generation international students are (N=47). The second used participant answers to select international students, who identified themselves as first-generation, to interview (N=8). Throughout data analysis grounded theory methods were utilized. The intersectionality theory framework was also used to investigate the layers of identity participants had and how that might have influenced their experiences. Findings and Conclusions: The first research question explored how international students define first-generation international student. An open-ended survey question was utilized to address this. Three themes were identified and from those the following definition of first-generation international student was proposed, 'those who are the first in their family to study internationally; family is not limited to just parents or siblings'. The second portion of the qualitative data explored the experiences participants had. Support, challenges, cultural adjustment, transition aids, and opportunities were discussed. These findings provided insights on various ways students find help but also showed several challenges as well as gaps in resources afforded to them. Findings of this study provide a basis for a population that should continue to be explored and echoes other studies that highlight the continual growth of this group. Additional insights discuss ways universities might better assist this underserved population by providing programs specific to first-generation international students. As identified through qualitative findings such programs would best serve if geared towards academic and social adjustment support and on-going academic aid. [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.]