This study examined the predictive relationship among international students' sense of community, perceived learning, and end-of-course grades in computer-mediated, U.S. graduate-level courses. The community of inquiry (CoI) framework served as the theoretical foundation for the study. Step-wise hierarchical multiple regression showed no statistically significant relationship between the constructs of CoI (social presence, teaching presence, and cognitive presence), perceived learning, and end of course grades. These findings are contrary to previous research findings and initial development of a predictive model utilizing CoI and perceived learning in a non-international population, thus demonstrating that international students may not experience instruction and the instructional environment in the same way as non-international students. Findings hold important implications for the design and delivery of graduate level courses for the international student population and support the need to examine other predictive factors of international student achievement.