Guided by the work of Hurtado and Carter (1997) as an alternative to Tinto's theory of student departure (1993), the purpose of this quantitative study was to explore the relationship of institutional and cultural factors to satisfaction with academic advising, sense of belonging to campus and retention among international undergraduate students in the United States. Participants included 301 undergraduate international students who completed an online survey that examined the advising relationship, advisor-advisee activities, country of citizenship, acculturation, advising satisfaction, sense of belonging, and intent to persist. Measurement tools utilized included the Academic Advising Inventory (Winston & Sandor, 1984), Stephenson Multigroup Acculturation Scale (Stephenson, 2000), and Sense of Belonging to Campus questionnaire (Hurtado & Carter, 1997; Hurtado & Ponjuan, 2005). Findings indicated that the advising relationship and acculturation were significant predictors of international students' satisfaction with academic advising, and acculturation and advising satisfaction were important influences on sense of belonging. Additionally, advisor-advisee activities, advising satisfaction, and sense of belonging were important variables in predicting intent to persist to graduation. The results of this study provide direction for higher education administrators and researchers in their efforts to gain a better understanding of factors leading to international student success. [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.]