This phenomenological study explores the educational technology experiences of ten Chinese international students at American universities. It describes their technology experiences and the influence on their technology self-efficacy and acculturation to the university culture in America. Seidman's (1998) three-interview approach was employed to collect data from each participant. Four major findings emerged from the interview data. First, there are differences in educational software, support and practices between Chinese and American universities. Second, despite the differences between Chinese and American educational technology, Chinese international students described their technology experience in America as positive since educational technology played an important role in accelerating learning, developing social connection, and promoting easier life on campus. Third, Chinese students' increased technology self-efficacy in America is related to students' previous technology experiences, external technology support, technology-integrated learning environments, user-friendly technologies, and accessible online resources. Lastly, educational technology promoted Chinese students' acculturation in American universities. The themes provide a greater understanding on Chinese students' technology levels, technology use, and technology preferences. The findings call for technology support from the international student service offices, departments, and educators in higher education to improve Chinese students' technology competence and facilitate their acculturation in American universities. [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.]