The transition experience of international students has gained some momentum among scholars in recent years. Yet, there is relatively little published research documenting student perspectives on transition related to its effects on subsequent learning and academic achievement. This presentation is a contribution in this area of research. The paper presents research conducted with incoming international students upon their initial entry into higher education. The paper draws on international students' orientation experiences into new socio-cultural and institutional learning environments. Some of the diverse student needs, teaching and learning constraints and cultural tensions are critically examined with the aim of revisiting inclusive pedagogy and teaching practices for some possible solutions.