With the high enrollment number of Chinese international students in U.S. universities, there has been an increase in the amount of research on the difficulties and challenges these students face in their American-university life. The purpose of this qualitative case study was to examine the key processes and procedures of the pathway program from the perspectives of Chinese international students, who have participated in the program as well as related faculty members and university administrators. The goal was to examine the experiences of program participants, faculty members, and university administrators of how the pathway program impacts the preparation of Chinese international students for graduate studies in U.S. universities, especially in coping with the identified challenges. This study employed a qualitative case study method, and data were derived from semi-structured and focus group interviews with a total of 21participants. Findings revealed the importance of the language program in providing the basic training to the students and the prerequisite courses serving as stepping-stones for the students in their transition to graduate studies in the U.S. Findings also concluded that the Confucian philosophy, and the differences between Chinese and American education systems played a significant role in the Chinese students' learning outcomes. Recommendations were provided for higher education institutions, faculty members, and researchers in terms of how to prepare international students for success in graduate studies in the United States. [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/en-US/products/dissertations/individuals.shtml.]