The search for innovative solutions in teaching Russian as a Foreign Language (RFL) is more imperative and important in the 21st century, the Information Age, than ever. Students' needs are what defines the goals and objectives of RFL teaching. The main aim pursued by non-philology students is to obtain professional knowledge in a foreign language. This is why RFL teachers have to respond to a number of new challenges, one of them being the early introduction of new technologies into the learning process and the creation of new teaching approaches and methods enabling teachers to beat off fierce competition while maintaining Russian education at an appropriate level. This study aims to provide a scientific foundation for and to test a pattern of using Internet resources when teaching Russian reading skills to foreign non-philology students during preuniversity training. The theoretical, empirical, sociological and pedagogical methods were used to address the need for computer-assisted instruction of non-philology students. Using Internet resources helps students to achieve greater efficiency in their independent work within a restricted timeframe (the creation of a full-fledged language environment in an RFL class, quick and easy access to information, a means of communication with native speakers, etc.). © 2018.