The book "Understanding Chinese Engineering Doctoral Students in U.S. Institutions" offers a comprehensive analysis of the personal epistemology of Chinese engineering doctoral students at U.S. institutions. Through a mixed-method approach, it examines the epistemological development of these students from five doctoral programs in the Midwest of the United States. The work presents practical examples from the academic experiences of the students to illustrate their cognitive development and behavioral patterns. It allows readers to understand the academic realities of Chinese engineering students in the U.S. from a cognitive perspective. Additionally, various factors that can promote the cognitive development of adult learners are highlighted, and an expanded discussion on the benefits of studying abroad and intercultural education in relation to epistemology is initiated.