Few studies have provided an examination of the academic component of acculturation. This study sought to extend the work in this area by examining factors impacting academic adjustment of international students in the US and compare results to factors of psychological adjustment. Predictors of academic adjustment were investigated with a sample of 122 international students. Hierarchical regressions revealed length of stay in the U.S., English proficiency, and help-seeking predicted academic adjustment, whereas age and attachment to the university community predicted psychological adjustment. Psychological adjustment was associated with acculturation strategy and cultural distance. Results suggest the need for targeted support interventions to facilitate psychological and socio-cultural adjustment in each domain.