There are more Chinese student-scholars than any other group of international students studying in the United States (Institute of International Education [IIE], 2010). Despite large and growing numbers of Chinese students studying in the United States, relatively few studies have focused on their specific educational needs and required support services. The purpose of this comparative survey study was to determine the relationship between career aspirations and emotional adjustment of Chinese immigrant and non-Chinese domestic graduate students. The Emotional Symptoms Index of the Behavior Assessment System for Children (BASC; Reynolds & Kamphaus, 2004) measured emotional adjustment, and career aspirations were measured by an open-ended survey question. Analysis did not show statistically significant differences between Chinese and domestic students in terms of emotional adjustment or career aspirations. Regression analysis revealed social stress, an emotional adjustment subscale, was a statistically significant predictor of career aspirations for domestic students, while none of the subscales were statistically significant predictors of career aspirations for Chinese students. Chinese and domestic students chosen for this study were more alike than different on the factors examined, and for graduate students, educational similarities appear to outweigh cultural differences. These findings confirm the need for Chinese students on college campuses to have equal access to services as their domestic peers, and that college administrators need to be aware of the social stress associated with graduate school to provide necessary resources to help mitigate any negative effects this may have on graduate student performance and career decisions.