The current study aimed to examine the relationships between bicultural identity integration and acculturative stress, as well as links to psychological well-being of Chinese university students in America. Self-report data were collected from 85 Chinese students, age 18 and above studying in the United States university or college. Different patterns were observed for the two constructs of Bicultural Identity Integration: Cultural harmony and cultural blendedness. Cultural harmony is driven more strongly by affective components (i.e. acculturate stress and psychological well-being), whereas cultural blendedness is more related with traditional acculturating variables (i.e. financial support, duration, age arrived and language confidence). In addition, cultural harmony alone was found to be the driving force that predicts the psychological well-being for these Chinese students. Mediational analysis suggested the link between cultural harmony to psychological well-being could be accounted by acculturative stress experiences.