... English language competency, discrimination, isolation, homesickness, financial, housing, gap between international graduate students' expectations and the ones of graduate school, food, the relevancy of the curriculum, uncertainty about graduation, career after graduation, and different learning patterns, impact international graduate students' campus integration (Almurideef, 2016;Knight, 2007;Trice, 2003Trice, , 2007. One of the most appropriate theories that can explain the integration of international graduate students is the Theory of Student Integration, created by Tinto (1987Tinto ( , 1993 and later expanded by other authors to include international and other nontraditional students (Astin, 1999;Braxton, Milem, & Sullivan, 2000;Bean & Metzner, 1985;Kuh & Love 2000;Kuh, 2009;McCubbin, 2003;Rendón et al., 2000;Rovai, 2002;Tierney, 2000). Tinto's (1975) theory of student integration argues that educational experiences, socioeconomic status, community backgrounds, as well as social relations and interactions with domestic and other international students, including the availability of opportunities to get involved in student groups and extracurricular activities, and the interactions with professors and the social dynamics in class all have a significant impact on international students' integration into campus (Almurideef, 2016;Guan, 2017;Poteet & Gomez, 2015;Kwai, 2010;Rienties, 2012;Tinto, 1975Tinto, , 1987Tinto, , 1993Yao, 2015). ...