The problem of preparing students for intercultural interaction in the conditions of a subject-language integrated environment is quite relevant, and in theory and practice of both higher and secondary schools, substantial experience has been accumulated in this process. At the same time, the authors acknowledge the lack of research in modern pedagogical science on the development of an effective and logical system of preparing students for non-linguistic faculties for intercultural interaction. It is obvious that the existing work in the field of preparing students for intercultural interaction does not consider the implementation of this process in the context of the subject-language integrated environment. These conclusions indicate the necessity to develop the author’s system of preparing students of non-linguistic faculties for intercultural interaction in a subject-language integrated environment that would meet the specifics of this age period, the requirements of the FSES of higher education, as well as the requirements of the modern world for the personality of today, reflected in national and international documents. The construction of the author's system and the definition of a set of pedagogical conditions for its implementation implies a scientific and methodological understanding of the issue being studied, which should begin with the definition of the theoretical and methodological basis of the study.