This study examines the learning experience of Chinese international undergraduate students taking a large core first-year anthropological science course (ANT101) by distance learning during the Winter of 2021 at the University of Toronto Mississauga (UTM). We review the general learning experiences of Chinese international students (n=30) compared to domestic students and other international students through analysis of qualitative and quantitative data collected from self-report pre- and post-course surveys distributed in the course. Our study challenges some prevailing notions about Chinese international student experiences of studying in Western universities. Our data suggests that while many Chinese international students may feel a lack of English language proficiency is a barrier to their learning, it does not significantly impact their performance when compared with domestic students. The results presented here suggest that educational research and policy makers should move beyond an emphasis on language proficiency and further examine the role of other factors when developing strategies to facilitate supportive learning environments for English Language learners (ELL) and international students in a university setting.