The problem of assimilation is not new and can be linked to the first travels of folks and populations and their attempts to understand and live by the culture and established rules of the people in the area. However, the cultural assimilation that is also linked to education is another level and type of it. Debasish Mridha, a philosopher, poet, and author, has pointed out that “education is a change of mind, an acceptance, and an assimilation” (2013, p. 15). In these lines, he refers to the assimilation of international students and immigrants who go through different assimilation phases during their study at school, college, or university. Before the literature review is presented, a concise definition of assimilation needs to be provided. Assimilation is “the process by which the characteristics of members of immigrant groups and host societies come to resemble one another” (Brown & Bean, 2006, p. 4). Cultural assimilation is a process that normally lasts for years or even decades, it does not have a fixed timetable, and the process cannot be controlled strictly. Sharon L. Sassler, a sociologist, discusses specifics of assimilation and notes that in 1920, those whites who had been living in the United States for more than three generations, had better educational attainment compared to third-generation Irish and Germans (Brown & Bean, 2006, p. 4). Moreover, the assimilation process of some immigrants may not be completed at all, may fail, or proceed in a wrong way, because it has to face various antinomies, including language barriers, discrimination (racial, ethnic, gender, cultural, etc.), difference between individualistic and collectivistic societies, and, at last, their level of education that might not align with the education available in the area. International students strive for education in another country for various reasons. Some of them seek better education, while others immigrate with their family to live in better conditions (Banks, 2015). The immigrants come from different countries, and, as Banks (2015) notices, between the years 2002 and 2011, 89 percent of the immigrants who were documented came from Asia, the Caribbean, Africa, and Latin America (p. 4). Banks (2015), as well as other authors, stresses that cultural diversity can be both advantageous and disadvantageous for the country. On the one hand, it can create inclusive multinational communities; on the other hand, it can also lead to ethnic and cultural separatism (Banks, 2015). Banks (2015) points out the importance of education in the acculturation of international students, indicating that students can experience fascination at first that is later followed by stress, anxiety, and cultural shock (p. 32). Therefore, it is also important for the education facility to create procedures that would allow students feel welcomed and help them avoid any prejudices, cope with stress, and feel equal (Banks, 2015). This view is supported by Smith and Khawaja (2011) who discuss different consequences of acculturation and how they can affect students’ performance. However, in this article acculturation is seen as a bi-dimensional process, i.e. it influences not only the immigrant but also the host country and culture (Smith