Taiwanese international students are among 1 of the top 10 international populations on American campuses; thus, more research is needed to address the particular issues related to their transition process. This is among the first studies to empirically test the cross-national cultural competence model as a conceptual framework by examining predictors and outcome variables associated with cultural competence, which was measured by cultural intelligence (CQ). The study examined (a) the associations of CQ with predictors, such as personality factors (i.e., perseverance, curiosity, and exploration), immersion experiences (i.e., social connectedness with mainstream and ethnic community, perceived language discrimination, length of stay, subjective and objective English proficiency), and cultural reflection; (b) the relationships between CQ and psychological adjustment (i.e., satisfaction with life, depression, anxiety); and (c) the mediation role of CQ between the personality/immersion experiences/cultural reflection factors and indices of psychological adjustment. The sample consisted of 121 Taiwanese international students studying in the United States. Results indicate that (a) personality, immersion experiences, and cultural reflection factors, except TOEFL scores, were significantly correlated with level of CQ; (b) CQ was significantly associated with both satisfaction with life and depression but not anxiety; and (c) CQ significantly mediated the relationships between several predictors (i.e., personality, immersion experiences, and cultural reflection factors) and satisfaction with life. Correlations among predictors and CQ subscales were also highlighted. Limitations, practical implications, and future directions were also discussed.