International students are an important and growing population of the U.S. undergraduate student body for at least two reasons. First, they enrich diversity in U.S. higher education as they bring various cultural backgrounds and values (Calleja, 2000). Second, they generate considerable revenue not only for U.S. institutions of higher education but also for the local economy in which the institutions are situated (Anderson, Carmichael, Harper, & Huang, 2009; Schoch & Baumgartner, 2004). Despite their important contribution, research about international students in the context of U.S. higher education is not yet fully developed. In this dissertation, I examined the extent to which international students perceived gains of their learning while attending U.S. collegiate education by accounting for other key variables that moderated their perceived learning gains. The data in this dissertation were from the 2015-2017 administrations of the National Survey of Student Engagement. The sample in this dissertation involved responses from 27,900 senior students. I used structural equation modeling to analyze the data. It was found that international students perceived learning gains of attending U.S. collegiate education vary by their geographical regions of origin. In comparison to domestic students, while international students who come from Canada had most similarities with U.S. students in terms of path coefficient estimates, international students who come from the other geographical regions differed from U.S. students at various levels. The fact that the effects of the campus environment and teaching practices on international students' perceived learning gains through reflective-integrative learning vary among regions of origin informs the literature in higher education that they are a population that needs different treatments to some extent. In other words, institutions of higher education cannot treat all international students similarly. Because international students who come from various regions are different than domestic students, U.S. institutions of higher education should approach them from the perspective of their geographical origin at least or country origin if possible. If U.S. institutions of higher education continue to invite international students to their campuses and truly want to provide them with the best educational experience, they should treat international students proactively and intentionally, not similarly. [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.]