This research examined the role of a first-year seminar course in promoting international student learning and academic transition. Through interviews with international students representing different countries and majors, the author investigated how the course can best be designed and taught to overcome the common learning barriers encountered by international students in the U.S. Findings revealed that targeted and culturally sensitive course design and instruction can have positive impacts on international students by helping them discover new ways of acquiring knowledge, perceive their learning and cognitive development more holistically, learn thorough challenge and support, and learn through social and cultural integration.