Some international students live with their aunts and uncles while studying in the United States. Living with aunts and uncles shapes these students' college going experience. However, research about college student family issues has not specifically explored the role and impact of local extended relatives on this student population. The purpose of this study was to learn the stories of international students' lived experience residing with aunts and uncles while studying at higher education institutions in the United States. This study was based on a central research question: What stories do international students tell about their U.S. college experience while living with aunts and uncles? The four sub-questions were (A) What are their stories of cultural experiences and influences related to the college-going process? (B) What are their stories of experiences related to academic participation? (C) What are their stories of experiences related to social interaction? (4) What are their stories of experiences related to changes in how they relate to themselves and others? The theoretical framework for this study included Arnett's development theory of emerging adulthood, Deardorff's intercultural competence framework, and Astin's input-environment-outcome model. [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.]