This chapter examines the rationale, curriculum redesign, and outcomes of the Nazarbayev University (NU) Foundation Programme, which addresses the unique linguistic, cultural, and academic challenges faced by Kazakhstani students transitioning to English-medium instruction (EMI) in a highly selective, research-intensive university. The programme moves beyond traditional skills-based and deficit-oriented models by adopting literacy as a socially situated practice, equipping students to navigate disciplinary norms, develop critical thinking, engage in evidence-based argumentation, and adapt to the academic culture of EMI settings. Drawing on both theoretical frameworks and institutional practice, the chapter offers practical insights and recommendations for Central Asian universities seeking to design inclusive, academically rigorous, and contextually responsive foundation programmes that support student success in multilingual, non-Western, and globally competitive higher education environments.