This dissertation examines five transnational students' views of their academic experiences in an American community college. The investigation contributes to the existing literature that illuminates the trends and conditions in which transnational students strive to learn in American classrooms. The study's focus is on the challenges, adjustments, and conditions that favor academic resiliency and student success. The analyses are conducted with the aid of Atlas.ti (qualitative data analysis software), which identified categories of themes that emerged from the discussions around the factors contributing to the students' dispositions toward resiliency. The researcher considers the commonalities and differences that transnational students bring to the classroom; their motivation, level of confidence, and the support mechanisms that help to foster a balance between the students' academic needs and the practical services, available to them in the community college learning environment.