More than 690,000 foreign students studied in the United States during the 2009-10 academic year. As non-native English-speaking students continue to pour into American educational institutions, one question many educators have is: are these international students adequately prepared for the language and cultural demands they will face when they are competing in the classroom and in the job market with their U.S. born counterparts? While it is a common belief that foreign students arrive with strong academic credentials, this does not reflect their grasp of the English language or their ability to adjust to significant cultural differences. Too many international students arrive with fraudulent admissions documents and once here, their fear of failure and their anxiety of becoming acclimated to a new culture often result in increased incidents of cheating, lying, and plagiarizing in order to succeed. When the above are married with the fact that the majority of faculty are not prepared to recognize or address the unique problems experienced by international students, the end result is that professors get frustrated by what they believe to be underprepared or disinterested students and the international students do not make the conceptual connections and acquire the elementary foundation needed to progress through the more advanced aspects of the curriculum. This article will look at some of the cultural and language barriers that act as impediments to an international student's ability to succeed in the business classroom and will offer some solutions to enable faculty to be part of the pathway to success for the international students in their courses.