Given the receptivity of American colleges to international students, administrators and professors must recognize the diversity such registrants bring to campus in the form of achievement, age, gender, language, and national differences. The purpose of this study was to compare learning style preferences of international first year college students and to analyze the effects of accommodating learning-style preferences of first year international college students on achievement and anxiety levels over one semester. This paper focused on the identification of learning style profiles of first time visiting Japanese, Korean, and Chinese college student populations. It also assessed the anxiety and acculturation levels of these international students when they were first introduced to the American educational system which incorporated teacher facilitation and promoted student directed studies. Finally, student learning styles were assessed after a six-week summer session to see if learning styles remained the same after students were introduced to the American educational system. After the six-week summer session and two semesters, a focus group meeting with a sample population of students and a separate focus group meeting with instructors were held to confirm quantitative findings.