This study examines young Chinese students' (born post 1985) adaptation to cultural exposure in the UK. Built from data collected from in-depth interviews, the research establishes that, through direct communication with students from various cultural backgrounds during teamwork, the Chinese students adapt to varying degrees in ideology, socialisation, forms of discourse and face system. The research finds that the extent of adjustment is moderated by their individual learning approaches as well as contextual mediation. The results are confirmed by the findings from a comparison group of similar students in China, with respect to age, gender and learning. Implications arising from the study suggest that the internationalisation of education should enhance "cultural synergy", so that both the local and international students can enrich their learning experiences and develop intercultural competence. (Contains 2 tables and 4 figures.)