The population of international students continues to grow in the U.S. colleges and universities against the backdrop of internationalization; so do the studies on their academic and social experience as well as predicaments and concerns. However, most of the research has approached these issues from the perspectives of institutions and students, while little has focused on a critical player who guides and helps such experience--faculty. Hence, from the faculty's perspective, this research study analyzed quantitative responses from a questionnaire on internationalization and international students from 471 faculty members in two universities. Findings of this study revealed that a) faculty's attitudes toward internationalization and international students have significant effect on their teaching practices with international students; b) the adjustment of their teaching practices is conducive to the academic performance of international students; and c) students' enhanced learning outcomes, in turn, can raise the level of faculty satisfaction in teaching international students and their engagement in the internationalization initiative.