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Studying in a second is probably one of greatest challenges for international students. In this study, relationship between preparation and first year graduate study among East Asian international graduate in United States was investigated in order to provide implications and suggestions for university administrators and policymakers. Language preparation before arriving in United States and their first year experiences were explored in order to understand challenges that East Asian international face. The findings from 12 interviews reveal first year academic experience of East Asian international graduate and needs of this population regarding university support. In addition, findings allow policymakers and higher education administrators to better understand difficulties this population faces as well as importance of support services and mentoring programs in ensuring their academic success in United States. Keywords: Language Proficiency; International Graduate Student; Academic Performance; Adjustment Process As a crucial center of information and advanced technology, United States attracts and scholars worldwide (Sandhu, 1995). According to Open Doors 2006) report, 564,766 international studied in American higher education institutions in 2005-2006 academic year (approximately 3.9% of total postsecondary enrollment) including 259,717 in graduate programs (approximately 46% of total number of international students). Approximately 58% of total international graduate enrollment were who were born in Asia (Open Doors, 2006). Hence, this study's focus is Asian international graduate students. Specifically, our participants were all of East Asian descent. They were from numbers two, three, and four countries--China, Korea, and Japan (India being number one) for pursuing graduate studies at U.S. higher education institutions (Open Doors, 2006). Although international have already become a component of student population in U.S. postsecondary education, based on a report released by Association of International Educators (NAFSA, 2006), the era of robust growth in international student enrollments in U.S. was already over (p.2). Now, fewer international are enrolled in U. S. higher education institutions than there were before events of September 11, 2001. Other countries are working to attract world's scientific, technological, and intellectual elites from around globe. As report states, what is most alarming is that, for first time, United States seems to be losing its status as destination of choice for international students (NAFSA, 2006, p.2). Given this situation, a comprehensive strategy was presented, including effective policy coordination for admission, monitoring, and services for international students; more flexible and coordinated visa policy; and removing excessive governmentally imposed barriers. However, most of these strategies are at national and state levels. For higher education institutions, one of most important efforts geared at attracting international and providing quality education is understanding and meeting their educational needs. Therefore, purpose of this study is to use qualitative methods to explore most prominent educational needs of international and provide corresponding implications for educational administration and policy. A lack of proficiency in English is number one issue for international who are from non-English speaking countries and primary obstacle faced by international in U.S. (Mori, 2000; Selvadurai, 1998). Therefore, we chose difficulty as primary educational issue for international students. In our research, we define language as English, which is linguistic medium for instruction at American universities. …
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