The aim of this paper is to explore the problem of linguocultural adaptation of foreign students at an international university. The research is based on theoretical analyses in interdidactics, linguodidactics, cognitive science, psychology, sociology, cultural anthropology, methods of teaching foreign languages. The integrative adaptation field is found out and analyzed from the aspects of (1) its structure and content (didactic adaptation, professional adaptation, sociocultural adaptation, intercultural adaptation, social adaptation etc.); (2) its focus (student student; student multiethnic academic group; student teacher; student academic environment of international university; student linguocultural environment of international university, etc.). Main types of foreign students' readiness for the efficient and successful linguocultural adaptation are revealed: existential, individual (personal), intercultural, etc. The obtained data made it possible to develop an integrative didactic model of linguocultural adaptation of foreign students at an international university. The structure of the suggested model is formed by the following components: (1) target; (2) diagnostic; (3) content; (4) individual; (5) behavioral; (6) action based; (7) professionally oriented; (8) reflexive. The effectiveness of the proposed teaching model has been verified experimentally by comparing the initial level of the foreign students' readiness for linguocultural adaptation at an international university and its expansion after the training course based on the proposed didactic model. The results of the study may be useful for teachers of foreign languages and culture, administration and managers of international universities, where students from different countries get their higher professional education.