Digital media has been increasingly incorporated into the transitioning experiences of international students studying abroad. While many studies explored the role of social media in international students’ sociocultural transition, few sought to understand their digital transition in the academic setting, especially foreign international students’ academic adaptation to WeChat as a learning practice in China. Utilising Bourdieu’s thinking tools (e.g., field, capital, and habitus), this paper aims to understand the role of WeChat in international students’ learning and their perceptions of the WeChat-mediated learning journey in China. An exploratory qualitative study (Creswell, 2014) was conducted to explore the issue through semi-structured interviews with 20 international students at a Chinese university from June to August 2022. Findings show that WeChatting has become an essential strategy in international students’ everyday learning practices, which shapes their digital habits and helps them develop digital capital with a sense of in-betweenness. While WeChat is used to support their everyday learning activities, students learn to shift between different WeChat functions, between WeChat and international apps, and between languages to navigate the Chinese digital field. As such, they constantly (re)shape their digital habitus to transition between different virtual contexts. However, the WeChat mixture may also position students in an in-between digital field with a sense of disempowerment, as the switching in-between practices can be chaotic sometimes. This study contributes to existing literature about international students’ learning and adaptation issues in the Chinese context, offers implications for institutional support of international students’ digital transition in China, and provides insights for other higher education contexts. The presentation will show stories about participants' digital journeys in China.