This paper describes an evaluation of the transition stages of "development assistance program" (DAP) international students (IS) at a large Australian research university. This group has different backgrounds that suggest distinct transition issues compared with students from wealthier families and/or more industrialized nations. We argue that a more circumspect "stakeholder" approach may be useful when investigating such programmes. Stakeholder theory offers a broader platform upon which to identify and realize mutual long-term interests. Using survey-based student self-reports, we analyse longitudinal quantitative data to examine developmental changes and interrelationships between various adjustment pathways. The results inform strategies for both staff and students to manage these transitions, especially by increasing students' sense of control and predictability. The findings may assist other academics and administrators to enhance a range of IS programmes, and shed some light on some specific challenges and successes of DAP students. (Contains 6 tables and 3 figures.)