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International students leave their home country in search of better opportunities in completing their higher education. To make their educational journey successful, it is essential to investigate the variables which would significantly affect their journey. There is a paucity in the literature in addressing such variables for the concerned group. Thus, a series of regression models were used to examine the effect of Language self-efficacy and academic stress on the academic success of international students at a public Midwestern university. The researchers evaluated the effect across different levels of graduate programs (master, or Ph.D.), for male and female students, while controlling for several demographic variables.