International branch campuses (IBCs) offer university students the opportunity to pursue higher education in a trasnational setting, providing a unique model of cross-border education. While the popularity of IBCs, particularly those from the U.S. and U.K. operating in regions such as the Middle East, Southeast Asia, and East Asia, has grown, there remains limited research on student experiences at these institutions. This study addresses this gap by investigating the perspectives and experiences of students attending IBCs in South Korea through a student-centered, interview-based qualitative approach. Guided by Tinto’s Student Integration Model, this dissertation explores students’ academic and social integration, adaptation to the IBC curriculum, and the effects of language and cultural barriers on their educational outcomes. The literature review anchors the study by examining the origins, evolution, and motivations for establishing IBCs, alongside factors influencing student learning, social engagement, and cross-cultural adaptation. Given the scarcity of focused research on the specific faced by IBC students, particularly in South Korea, this dissertation also reviews broader contextual issues affecting transnational education. Key findings reveal that while students at IBCs encounter challenges with English language proficiency, cultural adaptation, and social integration, they also benefit from a close-knit community and enriched learning experiences through exposure to diverse perspectives. These insights underscore the need for adaptive support systems and culturally responsive practices to enhance students’ educational experiences and success at IBCs.