When moving to a new environment, international graduate students faced a series of transitional difficulties which impact their behaviors and psychological well-being in learning. However, few studies have specifically addressed their experiences with academic adaptation. To understand these students' academic needs, this study explored the academic experiences of ten international graduate students, using individual interviews. The findings revealed three main themes: adjustment to academic interactions with others, development of individual strategies for adjustment, and acquisition of graduate experiences at U.S. graduate school. Specifically, academic interactions included communication with professors, colleagues, school staff, and family members. Individual acculturative strategies referred to both language skills and cultural knowledge. Graduate experiences indicated research concerns and assistantship work. With better understanding of these students' academic adaptation, school administrators and faculty may accurately recognize these students' academic need and then effectively offer supportive campus services. The results of this study may be used to help international students better prepare for U.S. graduate education. (Contains 1 table and 1 figure.)