The purpose of this study was to investigate direct and interaction effects of cultural intelligence and social support on the adjustment of international students to U.S. higher education. Hierarchical multiple regression analyses were conducted to test (a) if cultural intelligence was a predictor for adjustment of international students to U.S. higher education; (b) if social support was a predictor for adjustment of international students to U.S. higher education; and (c) if there was an interaction effect between cultural intelligence and social support on international students' adjustment to U.S. higher education. The participants included 262 international students from a southwestern university. The results found only social support from the university was a significant predictor of international students' adjustment. There was no interaction effect between cultural intelligence and social support from any sources on international students' adjustment.