The purpose of this research project was to assess the self-perceptions of academic and social success in bilingual college students, with a special comparison between students who did not speak English as their first language and students who did speak English as their first language. The bilingual participants were primarily recruited from Arizona State University (ASU) classes and international student organizations. In the survey, participants identified the languages they speak and provided ratings for the following: their English language proficiency, their preference and comfort level in various academic situations (e.g., visiting professors during office hours, studying for exams), their preference and comfort level in various social situations (e.g., making friends at college, language preference with friends), and their testing format preferences (e.g., multiple choice, essay). Participants also were asked to provide their opinions on tools that could be added to Canvas to assist students who do not speak English as their first language (e.g., translation dictionary). Results revealed that academic and social preferences were influenced by students’ level of English proficiency and reflect differences in confidence across settings. The summary findings will be utilized to create a list of recommendations for college faculty instructors and peer counselors to help mitigate the challenges faced by college bilingual students.