This research explored the acculturation experiences of U.S. undergraduate students studying in South Korea, aiming to understand the complexities of acculturation and its impact on their interpersonal and academic experiences. Acculturation has received considerable research attention, predominantly concentrating on Chinese students in the United States, thereby leaving a gap in understanding the distinctive experiences of U.S. students in South Korea. Recognizing the importance of coping strategies in managing acculturative stress, this study employed a qualitative methodology, conducting in-depth, one-on-one interviews with 25 U.S. undergraduate students who had studied in South Korea for at least one semester. The acculturation framework developed from their responses provides a comprehensive lens into the experiences of similar students by analyzing stressors, enablers, inhibitors, and coping strategies, subsequently facilitating pattern identification from student narratives. This study delineated four primary findings: (a) purposes for studying in South Korea, (b) academic domain, (c) practical domain, and (d) social domain, each delving into specific themes and subthemes to enhance comprehension of observed acculturation processes. Their narratives about their acculturation experiences revealed discernible enabling and inhibitory factors as well as coping strategies perceived to influence them. By appreciating the opportunities and challenges faced by U.S. undergraduate students in South Korea, accredited institutions in both countries can foster a more inclusive and supportive environment, encouraging academic success and well-being throughout the study abroad journey. This research offers valuable insights into the acculturation experiences of study abroad students and contributes to the development of targeted support initiatives in global higher education settings.