The paper investigated four Chinese graduate students' perceptions of the major differences between North American and Chinese classroom teaching styles. Major differences in the following five areas were identified: 1) the teacher's role, 2) the student's role, 3) the form of class organization, 4) the teacher's expectations, and 5) the student's expectations. It then explored these four Chinese graduate students' North American classroom learning reality. Finally, the paper examined how they adjusted their classroom learning strategies and approaches accordingly so that they could adapt to the North American classroom environment.