International students pursuing higher education in the United States are faced with a multiplicity of challenges such as relocating to a new country, navigating an unfamiliar educational system, overcoming negative stereotypes associated with being an international student, and, in some instances, learning a foreign language. Despite such challenges, international students remain motivated to pursue higher education in the United States. This qualitative study, utilizing Schlossberg's adult transition model as a theoretical framework, explores the lived experiences of 16 international students pursuing higher education in the United States. Emphasis is placed on their transitional experiences in relation to their learning. The major theme that emerged is "major adjustment." Subthemes that emerged regarding these students' adjustments includes (a) diversity and cultural differences in the learning environment, (b) comparative differences in the learning environment, (c) language barriers, and (d) combatting stereotypes. Implications for theory and practice are also discussed.