This study explored the impact of place-making activities on the persistence of graduate international students at an American university. Sixteen international graduate students over the age of 18, attending an American university and living in the community for at least 1 year, participated in an in-depth interview about their experiences of places in the Midwestern state where they are currently enrolled as students. The study used a qualitative research method with the goal of uncovering the unique experiences of the participants. The study results indicate that international students benefit from having access to a combination of places that foster growth, social interaction, restoration, and safety. This research contributes to the knowledge of factors impacting international student persistence in graduate education. Results are discussed in the context of strategies that universities can implement to facilitate adjustment among their graduate international students.