The study examined international students' engagement and success using NSSE 2007 data. The sample consisted of 1996 first years and 2,158 seniors. These students were compared by race/ethnicity, gender, and institutional type. The study found that students' engagement differed by race/ethnicity as well as type of institution. The null hypotheses were rejected at p < 0.001. Blacks and Hispanics, more so than other racial/ethnic groups, exhibited different levels of success especially when using engagement and satisfaction as predictors. Males, more than females, were engaged in enriching educational experiences. Overall, institutions that are serious about improving international student success are encouraged to engage these students in meaningful on campus activities and cater to them as separate groups rather than a homogeneous group. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]