Chinese students studying in the United States face great challenges when adapting to cultural, linguistic, and pedagogical differences. Although discouraged in the literature, self-segregation is a practice common among some international students and is especially prevalent in the Chinese community. This qualitative study explored the motivation and frequency of this practice vis-à-vis social support, and its effect on the participants’ sense of belonging. Insider status was employed to conduct focus groups of mainland Chinese students currently enrolled in graduate programs at a Mid-Atlantic University in the United States. Findings from the study explore how administrators, educators, and the students themselves view the practice of self-segregation and its consequences.