The number of international students attending American educational institutions is increasing annually. Based upon Maslow theory of needs, it was hypothesized that the acculturation process contributes to stress and anxiety among international students; therefore, it is important to understand some of the variables that influence this process for these students. The purpose of this quantitative, nonexperimental correlation survey research was to determine the relationship between acculturation stress, as measured by the Societal, Attitudinal, Familial, and Environmental (SAFE) scale and the following variables: level of English fluency as measured by Test of English as a Foreign Language (TOEFL), social support as measured by the Multidimensional Scale of Perceived Social Support (MSPSS), and spiritual well-being as measured by the Index of Core Spiritual Experiences (INSPIRIT). Participants included 35 male (40.2%) and 52 female (59.8%) foreign-born college students attending a faith-based university. Data were collected on a commercial survey website and analyzed with multiple regressions and t tests. There was no statistical relationship between social support or spiritual well-being and acculturative stress. However, students who speak English as a second language reported significantly greater acculturative stress than did native English-speaking students. Implications for positive social change include improved academic success for international students. [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.]