This dissertation studied the adjustment of international students at two private comprehensive institutions. This basic qualitative inquiry study used as its theoretical framework the International Student Identity Model (Kim, 2012) and investigated the primary features of the Enclosure phase of Kim's Model which is characterized by poor English speaking confidence, limited social networks with non-conationals, and minimal participation in out of classroom activities. This study sought to determine if International Student Identity Development at these institutions conforms to Kim's model which found that most international students were in the Enclosure phase. This study was an attempt further the research related to her exploratory model by examining how international student identity development at two private comprehensive research institutions is consistent or inconsistent with Kim's (2012) findings. Participants were interviewed using a semi-structured interview protocol created by the researcher. Findings indicate that overall the students are confident in their English abilities, do participate in out of classroom activities, and have, in some cases, strong social networks with non-conationals. Unlike the participants in Kim's study, these students do not exhibit behaviors consistent with the Enclosure phase. The participants felt supported by their small campuses and were positive about their experience studying in the United States. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]