In this qualitative study, I explored the activities and/or strategies used by international undergraduate students at junior and senior levels to mitigate the dual barriers of using a Learning Management System in an academic setting and English for Academic Purposes in a United States southwestern university. Five international undergraduate students (one male and four females) from Nigeria, Malawi, Cameroon, Mexico, and India participated in this study. Data was analyzed using qualitative content analysis. Participants experienced challenges due to American English proficiency, academic differences, while the use of the LMS Canvas and technology was satisfied. The data showed that participants developed coping strategies to help them achieve academic success, emphasizing the importance of personal support and academic support, peer influence and pairing, campus resources, and self-adjustment. The findings were consistent with the RISE model features as the theoretical framework that supported this study. The findings added awareness and knowledge to the fields of higher education, administration, and counseling. Additionally, the results and the recommendations of this research study provide crucial information on pre- and post-arrival readiness of future international undergraduate students on U.S. territory. [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.]