Persistence and retention of international, non-native-English-speaking students represent continual and important issues that leaders of higher education institutions consistently consider, especially after the global health crisis caused by the COVID-19 pandemic. The goal of this research was to highlight the lived experiences of international, non-native-English-speaking students to discover what enabled their persistence and ultimate retention from Year 1 to Year 2 at Wentworth Institute of Technology, a university focused on science, technology, engineering, and mathematics in Boston, MA. I framed the study using the model of institutional departure, acculturation theory, and international, non-native-English-speaking student acculturation and retention model. I also used an interpretative phenomenological analysis research approach, which included a purposive sample of five international, female, non-native-English-speaking undergraduate students. The sample was homogeneous in that the students were between 18 and 20 years old, were retained from their freshman to their sophomore years, and completed the course ENGL-0800 any time from Fall 2020 to Spring 2022. I derived data from individual, virtual, semi structured interviews and analyzed them using the six steps common in interpretative phenomenological analyses. Four key findings emerged relating to how the participants described their successful navigation from their freshman to their sophomore years: (a) intentional goal setting, (b) recognition of course modality preferences, (c) institutional support and (d) perseverance through gender and culture gap with limited socialization. Based on these conclusions, WIT should bolster recruitment by admissions and support by the diversity equity and inclusion office and mobilize this information to lead efforts in informed pedagogical and methodological practices that elevate marginalized populations such as female and international, non-native-English-speaking students both in the classroom and the community at large. Educators should place more emphasis on inclusion and the restraints experienced by international, non-native-English-speaking students in various stages of acculturation. Educators should also emphasize both classroom and personal responsibilities so that these students may participate more readily in on-campus activities, clubs, and organizations to boost their socialization. It is recommended that leaders at institutes of higher education use a social, emotional, and cognitive (i.e., holistic) lens to (a) revaluate advising models; (b) focus on institutional support; (c) reflect on course modality; (d) evaluate admissions procedures to admit a diverse pool of applicants; (e) close the gender enrollment gap and ensure these individuals feel supported; (f) identify with mentors on campus to promote positive acculturation and gender equality; and (g) facilitate greater socialization through activities, clubs, and organizations. Future research should not be limited to the Wentworth Institute of Technology and should be broadened to incorporate learning beyond the first year. Researchers exploring the lived experiences of faculty and staff working with students during the pandemic also would add a broader perspective to the literature. [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.]