Rapid changes have been observed in education just as in other areas in the globalizing world. Theconcept of common market that gas emerged in all areas as a result of this change stands out in thefield of education. The movement of foreign students constitutes a major pillar of the educationmarket (Kıroğlu, Kesten and Elma, 2010). As an outcome of this process, students have difficulty inadjustment in destination countries.Adaptation is defined as the degree to which individuals establish and maintain relations withthemselves and the environment. Such personalities as self-confidence, self-awareness, emotionalaspect and the ability to set positive interpersonal interaction are referred to as personal adjustment;healthy familial relationships, high social skills and the ability to reconcile needs and desires withsociety are called as social adjustment; and the ability to adjust oneself as an individual or group iscalled psychological adjustment (Kılıçlar, Sarı and Seçilmiş, 2012). In consideration of thisunderstanding, it seems a possible case that foreign students have problems of psychologicaladjustment.With its 1385 international students, Ondokuz Mayıs University is among Turkish universities that aremost preferred by international students. Increasing number of international students as a result of thedevelopment of the university suggests the need to examine socio-cultural, economic, orientation andpersonal problems of students with reference to adjustment difficulty. Although a set of activities havebeen organized for international students, the literature search yielded no published studies on whatproblems foreign students studying at Ondokuz Mayıs University that has been highly favored byinternational students in recent years. Thus, the present study is believed to be important in thisregard and shed light on further studies. The main question of the study is whether problems ofinternational students at Ondokuz Mayıs University show any significant difference by grade level.The aim of the present research is to identify problems faced by international students studying atOndokuz Mayis University based on their grade level. Random sampling method was used in thestudy. It was conducted with 112 students studying in different faculties and schools of OndokuzMayis University. Institution's approval was first taken for the implementation of data collectiontools. After foreign students who were accessed through visits to various faculties and schools wereprovided with necessary information, data was collected via one-to-one interviews made with foreignstudents who gave verbal consent were voluntary to participate in research. Data collection tools werefilled under the supervision of the researchers in order to prevent missing or incorrect filling. Thefilling time of the data collection tools was between about 25-30 minutes. To determine problems ofinternational student, the study used "the Adaptation Problems Scale" which was developed made byKılıçlar, Sarı and Seçilmiş (2012) based on "Michigan International Student Problems Inventory"(Porter 1962, 1977). Normality of the distribution of data was assessed by the Kolmogorov-Smirnovtest and data did not show a homogeneous distribution (p < 0.05). Non-parametric tests were used forthe statistical analysis of data. For the analysis of data, descriptive statistical tests and the KruskalWallisH test were used. In the statistical evaluation, an error level of 0.5 was taken into consideration.As a result of the analysis, students' mean scores in the Language Subscale of the AdaptationProblems Scale were significantly different based on grade levels [?2 (3) = 78 618; p =0.000; p <0.01].Considering the mean rank of groups, the first year students had the highest mean rank concerningthe language problems, which was followed by the second-, third-, and fourth-year students,respectively. There was a statistically significant difference, based on grade levels, between students'mean scores in the Socio-Cultural Problems Subscale [?2(3)=28.152; p< 0.01]. Considering the meanrank of groups, the first year students had the highest mean rank concerning the socio-culturalproblems, which was again followed by the second-, third-, and fourth-year students, respectively.There was no statistically significant difference between students' mean scores in the FinancialProblems Subscale (p>0.05). on the other hand, students' mean scores in the Orientation Subscaleyielded a statistically significant difference based on grade levels [?2(3)=32.059; p< 0.01]. Consideringthe mean rank of groups, the highest mean rank concerning the orientation problems was of the firstyearstudents, who were similarly followed by the second-, third-, and fourth-year students,respectively. There was also a statistically significant difference between students' mean scores in thePersonal Problems Subscale based on grade levels [?2(3) =71.725; p< 0.01]. Considering the mean rankof groups, the highest mean rank concerning the personal problems was of the first-year students,who were again followed by the second-, third-, and fourth-year students, respectively.According to the research results, it seems that the first- and second-year students have difficultiesand problems in understanding the language, whereas language skills of the third- and fourth-yearstudents' have improved over time. The results indicate that socio-cultural problems of internationalstudents show a marked decline as the grade level increases. It can be explained by increasedparticipation in social activities along with developing language skills. It seems safe to say thatparticipation of international students in introductory meetings and academic activities as well astheir developing language proficiency throughout university