The current study is an attempt to examine post-migration psycho-cultural adjustment factors that potentially inhibit foreign-born students' (FBS) adjustment at community colleges (CCs) in the United States. Although much research has been conducted to better understand various aspects of FBSs' adjustment challenges little attention has been paid to their post-migration psycho-cultural adjustment challenges especially in the community college setting. This study employs both quantitative and qualitative approaches to examine this research problem. The quantitative phase examined the influence of six (three-compound) factors on the major areas of adjustment of FBSs at participating community colleges in the Northeastern US. The qualitative phase explored and identified the influence of those factors on FBSs' adjustment on the community college campus and their possible explanations. Post-migration psycho-cultural variables including identity consciousness and home nostalgia (ICHN); psychological disorientation and cultural inflexibility (PCCI); family attachment and academic maladjustment (FAAM) were almost all relatively implicated in predicting FBSs' maladjustment on campus. One way analysis of variance (ANOVA) revealed statistically significant interactions among certain sub-groups, of the predictor (independent) variables, with certain sub-scales of the criterion (dependent) variables. In addition, following post hoc (Tukey's HSD) tests, interesting differences emerged in the patterns of prediction especially for marital status, year in college, family presence, continents of origin, as well as varied age ranges. Gender had no statistical significance. Among others, family attachment and home nostalgia emerged as more salient predictors of FBSs' psycho-cultural adjustment at CCs. Overall, an aggregate of the mixed-method study findings suggest that foreign-born students (FBSs) have moderate to high level of psycho-cultural adjustment challenges at CCs. This study concludes with the consideration that psycho-cultural influences are fairly unique to Asian, African, and South American, Middle Eastern, and surprisingly to European FBSs as well. Implications for administrators, counselors, educators, and policymakers working in the community college settings are discussed. [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.]