This study focuses on the extent to which international students engage in effective educational practices. Specifically, it compares the activities of international undergraduate students with American students in selected areas that research shows is related to student learning, personal development, and satisfaction with college, including the degree to which they perceive their campus to be supportive of academic and social needs. Also examined is the students' self-reported gains in three domains: personal and social development, general education, and job-related skills. Three questions guided the study: (1) To what extent are international students engaged in effective educational practices compared with their American counterparts? (2) Does the ethnic background of international students shape student engagement, satisfaction, and gains? and (3) Does the relative "density" of international students (i.e., the proportion of international students on a campus) affect how international and American students spend their time and the extent to which they are satisfied and make progress toward desired outcomes? Faculty members and academic and student affairs administrators can use the findings of this study to better understand, advise, and assist international students in making a successful transition to college life in the U.S. and in finding ways to get involved in a range of educationally productive activities that will help the students attain their educational goals in a satisfying manner.