This research full paper explores the academic outcomes of undergraduate engineering students who leave their native countries and pursue their education in the USA. These “international students” are defined as students who were not citizens or permanent residents of the USA who enrolled in engineering programs in the USA. In this paper, we quantitatively analyze metrics for international and domestic students pursuing undergraduate degrees in one of the five most popular engineering disciplines in the USA: chemical, civil, electrical, industrial/systems, and mechanical using the Multiple-Institution Database for Investigating Engineering Longitudinal Development (MIDFIELD). MIDFIELD includes institutional records from over 1.7 million undergraduate, degree-seeking students in 21 programs at nineteen universities in the USA with over 85,000 men and 21,000 women enrolled in one of the most popular five engineering disciplines in the USA. Metrics used include representation at the start of university studies, initial engineering major choice, six-year graduation rate, and stickiness (the number of students graduating in a major divided by the number of students who ever enrolled in that major). Results are disaggregated by origin (domestic or international), sex (female and male), and major (chemical, civil, electrical, industrial/systems, and mechanical). Results show that there are more men than women in these disciplines and this is more pronounced for international students. In these disciplines, international students graduate at higher rates and have higher stickiness than domestic students. International females have the highest graduation rates. Industrial/Systems Engineering has the highest graduation rates and stickiness for all populations. Insights from this work can inform student services personnel and others committed to international student success.