The rapid integration processes in Lithuania have progressively created new opportunities, primarily accessed by active and mobile segments of society. For example, students pursue studies at foreign universities, while academic staff engage in knowledge exchange through dissemination and acquisition abroad. Lithuania participates in international student exchange programs and regularly announces competitions for internships, courses, and projects. These initiatives enable young individuals to broaden their perspectives and obtain education from diverse higher education institutions worldwide. However, studying abroad presents considerable challenges. Students often encounter difficulties not only in academic contexts but also at the psychological level. Recent research has introduced the concept of “foreign student syndrome,” characterized by uncertainty, somatic complaints, passivity, limited social interaction, and disorganization. Successful adaptation is increasingly recognized as a crucial indicator of academic success. The issue of student adaptation in higher education has long attracted scholarly interest, with studies examining the transitional challenges, determinants of successful and unsuccessful adaptation, and the efficacy of various support mechanisms. To foster positive learning attitudes, strong academic performance, and the development of intercultural competence, it is essential to investigate both theoretical and empirical factors influencing the adaptation of international students. This study seeks to explore the determinants of foreign student adaptation within the context of a specific institution. The objective is to identify key factors influencing the adaptation process of international students at Lietuvos Inzinerijos Kolegija Higher Education Institution. Each higher education institution employs its own strategies to support student adaptation. Accordingly, this article presents a case study of adaptation practices at Lietuvos Inzinerijos Kolegija Higher Education Institution. The first section discusses theoretical perspectives on student adaptation and its determining factors. The second section outlines the empirical component of the study, which investigates the attitudes of international students enrolled at the institution. A mixed-methods research design, incorporating both quantitative and qualitative approaches, was employed.