The study defines international students and identifies their needs and the factors influencing their transition to higher education institutions in the U.S. Even though international students' transition has been well researched, specific attention has not been focused on differences in how they adjust themselves to new environments depending on gender, ethnicity, and graduate status. The findings of the study have been based on the data from 165 randomly selected international students at an urban university located in the middle-eastern area of the United States. Results indicated that those who perceived their English proficiency to be relatively low were more likely to be Asian international students. However, there were no significant differences in feelings of intimidation or isolation, homesickness and loneliness between different ethnic groups. Besides, female international students were more subject to more homesickness than male students were. No significant differences were found between undergraduates and graduates. The present study not only provides empirical data about international students' transition but also gives educational administrators, international legislators, and professors who deal with international students much broader implications for understanding and helping these international students. (Contains 6 tables.)