This research demonstrates that the experience of international students on U.S. university campuses is replete with cultural, social, relational, work-related and linguistic challenges. This study explored the experiences of two international graduate students from Africa (male = 1, female = 1) as they adjusted to campus life at a Mid-Western public U.S. university where they were pursuing graduate degrees. Phenomenological methodology was utilized to explore African students' live experiences and hear their voices individually through semi-structured in-depth interviews that were digitally recorded. Data were transcribed, coded, and reported thematically. Three main themes emerged; role of instructors as mediators, social interaction, and active classroom participation. In addition, two other relevant findings also emerged; language ability and education systems. These were relevant to the purpose of the study but were not common experiences for both participants. The findings of this study have implications for internationalization of education globally.