The purpose of this study was to describe the cognitive styles of both international and domestic graduate students attending Marshall University (West Virginia). A total of 41 American and international graduate students were administered the Group Embedded Figures Test (GEFT), and 20 of the international students were interviewed. The study found that 70 percent of the American students and 82 percent of the Chinese students tested were classified as field independent in cognitive style. The four students from Saudi Arabia had GEFT scores in the field dependent range. Although Americans tended to score higher than international students, and men tended to score higher than women, the results indicated that age, gender, nationality, and academic major had little influence on students' cognitive style. Interview data about international students' attitudes towards teaching techniques, teacher-student interaction, examinations, research papers, and differences between American and home country universities are also presented. (Contains 17 references.) (MDM)