Complexities in African international students' adaptation and experiences impact their success in their new social and academic environment as these complexities go beyond the diversity of socio-cultural background to the collective classification of identification, resulting in less provision of assistance by institutional structures of support. Furthermore, even though the number of active international students from Africa studying in the U.S. alone is large--over 65,000 in 2021, the unique experiences of this group of international students have not been captured as the population is usually grouped and studied with international students from other cultural backgrounds, hence the need for research. This qualitative ethnographic research sought to understand the adaptation practices of 23 African international students from four countries in higher education in the U.S. Using in-depth semi-structured interviews, participant observation, life histories, and documentary data, the lived experiences of these students as they use rituals, memoirs, and/or repertoires to find a home away from home to adapt quickly to their unfamiliar environment were explored and how these impact their social and academic performances. Narrative inquiry was also used to help explore participants' re/construction of their identity. The study revealed that African international students' ability to quickly let go of their origin culture education systems' expectations, when diverse from the host institution's education system, enable their quick adaptation in the new academic setting and results in performance. Furthermore, socially, when students find places, socio-cultural expressions and cultural experiences in their new environment similar to their origin culture, they can feel belonging and adjust to the new environment. Hence, irrespective of the challenges African students faced in finding similar cultural and social spaces, they re/created--through localization of what they find in the new environment--performances and repertoire that enabled belonging and community. These findings lead to a deepened understanding of international students' backgrounds and how that helps enhance communication in the academic and social environment to improve cultural responsiveness and the overall success of all 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.]