Abstract: This study investigates the temporal patterns of stress adaptation among African graduate students enrolled in U.S. institutions, emphasizing the progression from initial culture shock to strategic cultural adjustment. Using a convergent parallel mixed-methods approach, the research integrates qualitative insights from ethnographic interviews with secondary quantitative data to assess changes in psychological well-being and socio-cultural competence over time. Psychological adaptation, measured through life satisfaction scores, followed a U-shaped trajectory, with the lowest levels reported between the 9th and 24th months of residence. In contrast, socio-cultural adaptation exhibited a steady, linear improvement as students gained familiarity with academic and social norms. Thematic analysis revealed that informal communal networks were crucial in stress reduction and identity affirmation. The findings underscore the importance of considering both the emotional and behavioral dimensions of adaptation and highlight critical periods where institutional support is most needed. This study addresses a significant gap in the literature by centering the voices of African students, a group often underrepresented in international education research, and by emphasizing the need for long-term, culturally responsive support strategies. It concludes with practical recommendations for higher education institutions to facilitate sustainable student integration and well-being better.