The community college system has imparted numerous individuals a chance, or in certain cases a second chance, at pursuing their education at a higher institute of education, having unbolted pathways that were once seemingly unattainable and inaccessible to these individuals, and thus, indiscriminately generating opportunities for everyone, in spite of race, ethnicity or nationality, who desire to ameliorate their prospects of a more advantageous future. Likewise, over the span of the past decade or so, community colleges have begun to rapidly emerge as gateway entrances for an influx of international students who wish to complete their university studies in America, perceiving the community college nexus to be a “stepping stone to achieving an education that might otherwise be beyond their reach” (Anayah&Kuk), illustrating that the reasons that motivate international students to select the non-traditional community college route are pretty similar to those of their domestic counterparts. Although there have been multiple prior research studies conducted on the community college system, alongside the transitional experiences of transfer students, there has been a relatively minute amount of literature revolving around the subject matter of the challenges and adjustments that international transfer students encounter as they proceed toward achieving their bachelor's degree at 4-year universities, despite the fact that as of the 2015-2016 academic year, there is an estimated total of 95,376 international students who are enrolled at community colleges nationwide. That is about 1.9% of the overall community college student populace matriculated in the system (Open Doors, 2016). Thus, the focus of my research question is how does being an international transfer student from a community college impact one's sense of belonging on a 4-year university campus?