To further the understanding of how individual differences among international students influence transitioning to a U.S. university, this quantitative study investigated whether cultural intelligence and social support directly influenced international students' adjustment to higher education, and whether social support moderated the relationship between cultural intelligence and adjustment. Participants included 306 international students at a Southwestern university with an average age of 25.82. Data were collected though an online survey and included a demographic questionnaire, the International Student Adjustment to College Scale, the cultural intelligence questionnaire, and the social support scale. The results of hierarchical multiple regression analyses showed cultural intelligence and institutional social support were significant predictors of international students' adjustment. With a higher level of cultural intelligence or social support from the university, participants were more likely to have a better adjustment to the university. There was no interaction effect between cultural intelligence and social support from family, non-family, and institution on international students' adjustment.