The issue of preparing non-linguistic faculty students for intercultural interaction in the context of the subject-language integrated environment is quite a topical one, and theory and practice of higher education have accumulated considerable experience in this process. However, we have to admit that in modern pedagogical science no research has been so far dedicated either to the development of effective and logical system of preparing non-linguistic faculty students for intercultural interaction, or to the identification of optimal conditions for the functioning of such system. The statements above convinced us in the need to develop the respective proprietary system and pedagogical conditions, which would meet the peculiarities of the given age of students, of the requirements of the Federal State Education Standards of higher education, and of the requirements to the personality of the modern world reflected in national and international documents.