Purpose: The purpose of this research is to study the effects of emotional intelligence and cultural intelligence of undergraduate, graduate, and post graduate students studying abroad and how it affects their academic performance, with cultural adjustment mediating their educational achievements. Methodology: We employed the use of closed-ended questionnaire and distributed them among a sample of 222 respondents. 202 questionnaires were returned that were useful. IBM SPSS 25.0 and Andrew F. Hayes process 3.5 was used to analyze the results of the survey. Cronbach’s alpha was used to determine the reliability of the study and multiple regression analysis and Pearson’s correlation was used to determine the significance of the variables in relation with each other. Result and Findings: Analysis of the data for our study reveals that all variables were statistically significant, positive and moderately correlated with each other and cultural adjustment significantly mediates the effect between emotional intelligence, cultural intelligence and academic performance of international students. Research Implication: This study seeks to add to the already existing literature on how cultural intelligence, emotional intelligence and cultural adjustment impact on the academic performance of international students studying abroad. Moreover, this research can be used as a framework by educational institutions such as universities in determining how well international students are adjusted in their new environment and how these factors influence their academic performance over time. Limitations: The study was conducted on a cross-sectional basis, and the results were based on quantitative analysis alone. Future Research: Further studies can employ a longitudinal research of the variables and measure the effects over time. Moreover, a qualitative analysis can help in gaining a better understanding of the students and their academic performance. A larger sample size can be used that contains a more diversified audience.