It is estimated that by 2025, 7.2 million students will study in a country other than their own (Gu, 2009). Through the 2016-2017 academic year, Chinese students represented 33.6% of the total international student population in the US, up from 31% just 3 years earlier (Institute of International Education, 2018). "Intercultural adaptation" refers to "the dynamic process by which individuals, upon relocating to new, unfamiliar, or changed cultural environments, establish (or re-establish) and maintain relatively stable, reciprocal, and functional relationships with those environments" (Kim, 2001, p. 31). Through personal growth, students can become acculturated into a meshed network of connecting values, beliefs, and economic systems (Joseph & Baker, 2012), yet not always without acculturative stress. Although there are studies on benefits and stressors associated with international study, the research on how Chinese students perceive their own intercultural adaptation is limited. Two research questions guided this study: (1) How do Chinese international graduate students perceive their personal intercultural adaptability? and (2) What strategies do they use to enhance their intercultural adaptation?