Among the adjustments that international students encounter when studying at colleges in the United States is the transition to independent research in an American university library. Studies indicate that Non-Native Speakers of English is the population most likely to suffer from library anxiety and therefore most at risk for lowered academic achievement. In addition to overcoming differences from their national education systems and library cultures, international students also face language barriers that escalate difficulties in help-seeking behaviors and formulation of search strategies. Recent literature showcases the development of critical thinking as one of the most important facets of information literacy instruction programs. The way this emphasis interfaces with the particular needs of international students is analyzed to produce conclusions concerning effective strategies for working with international students. The contribution of adult learning theory, the impact of active learning experiences, and the correlation between learning style and teaching method and are all addressed. Faculty and international student focus-group responses mirrored the discussions found in the literature and the recommendations offered. (Contains 208 references.) (Author/AEF)