In this study, I explore the learning experiences of Chinese-origin undergraduate who completed an international exchange programs in Canada. Specifically, I use transformative learning theory and J.W. Berry’s (1987; 1997; 2006; 2008) acculturation model to examine how Chinese undergraduate students interpreted their learning experiences and how these learning experiences may have altered their perspectives and practices. I applied an interpretivist qualitative case study by collecting data from semi-structured interviews with six female Chinese-origin undergraduate students after the completion of their exchange program. in Canadian HEIs provides me insights into their learning experiences. The findings show that despite experiencing some challenges and acculturative stress, the participants generally rated their exchange opportunity as an excellent overall experience. The students reported transformative learning experiences, and generally adapted well to Canadian culture. This study concludes with wider implications for future exchange students, program developers, and policy makers in maximizing potential benefits of these international exchange programs in Canada
