The purpose of this study was to identify and analyze the views of exchange students from Japan about their sojourn experiences at an American university. The participants were eight exchange students from Japan (four males and four females). This descriptive-qualitative study was conceptualized within sojourner theory (Siu, 1952). The data sources were a demographic survey and semi-structured interviews conducted during the participants' study abroad sojourn. The interview data were analyzed using constant comparative method (Merriam, 1998). The emergent themes were (a) "academic frustration in ESL courses," (b) "academic and social envy and jealousy," and (c) "academic transition challenges." Recommendations are provided to improve international exchange students' academic and social experiences at American universities.