This study examines the relationships between acculturation, academic self-efficacy and academic achievement of international college students in the United States during the 2013-2014 academic year. The subjects were 83 international students from 17 different countries- 36 students were enrolled full-time in community college level English classes and 47 students were enrolled full-time in an intensive pre-college/English Language program. All participants completed an adapted version of the Motivated Strategies for Learning Questionnaire (MSLQ) as well as a demographics form. In addition, final course grades were collected for each participant. This was an ex post facto study that utilized both correlation and causal comparative designs. Results indicated that there was a significant relationship between academic self-efficacy and academic achievement within this population. No correlation was found between acculturation and academic achievement and acculturation was not significantly related to academic self-efficacy. Additionally, no group difference was found in academic self efficacy in class placement of the two groups of students (college/pre-college). On the basis of these findings, it appears that helping international students increase their academic self-efficacy may result in higher academic achievement of this student population. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]