This study aimed to identify the underlying dimensions of acculturative stress that Chinese international students may encounter in the U.S. In addition, we re-examined students' background characteristics and perceived social support from family, friends, and their school as predictors of students' different dimensions of acculturative stress. In total, 262 Chinese international students (average age 23 years; 142 male and 120 female students) from a diverse university completed an online questionnaire in the U.S. This study identified multiple dimensions of acculturative stress, including perceived discrimination, fearfulness, homesickness, stress due to change, and guilt, among Chinese international students. The results indicated that students' comfort level in using the English language and academic status (i.e., undergraduate/graduate) significantly predicted acculturative stress. Notably, as students' comfort level in using the English language increased, their feelings of perceived discrimination, fearfulness, homesickness, and stress due to change decreased. Undergraduate students reported more discrimination and fearfulness than did graduate students. Perceived social support from family indicated an intriguingly different pattern than perceived social support from school in relation to acculturative stress among Chinese international students. This study confirmed the multi-dimensional nature of acculturative stress and highlighted the role of students' background characteristics and perceived social support systems in illuminating each acculturative stress dimension among Chinese international students.