The important role that self-concept has in the educational process and its relation to academic success suggest that it might prove relevant to a study of cross-cultural adjustment. The focus of this investigation is the relationship between self-concept and the personal, social, and academic adjustment of high school-aged international exchange students in the United States. A Latin American sample of over 200 American Field Service students was chosen. These students came from five countries (Brazil, Ecuador, Paraguay, Uruguay, and Venezuela), and all were headed for a yearlong homestay in the United States. The findings of this study suggested that there was indeed a relationship between self-concept and subsequent personal, social, and academic adjustment. Students whose initial self-concept measures were high expressed fewer and less severe adjustment problems than those whose initial self-concepts were not so high. (BZ)