| Sino-foreign cooperation in running schools is a special pattern of cross-border higher education in China, and is also a part of internationalization of China's higher education. In their cooperation, Chinese higher education institutions often directly copy the models and course structures of their counterparts, directly using their educational resources and human resources. However, putting foreign educational ideas into practice in terms of curriculum implementation bring about the issues of cultural adaptation or acculturation.In this case study, the author first gave an overview of the studies about cultural adaptation at home and abroad on the basis of literature review; Then it gave the theoretical basis which supports the research on cultural adaptation to curriculum implementation that consists of the theory of linguistic adaptation, of adaptation stage, of institutional adaptation; Relying on documentary study, interviews and observation, the research analyzes the cultural features of course delivery in C School. Interviews were conducted among the supervisors, students from different grades and alumni.This research argues that there are three stages in the process of Chinese student's cultural adaptation:the opening stage, the stage of frustration and the stage of new balance; here the research also gave several individual-level reasons, such as high self-esteem of students, awareness of cultural authority, academic evaluation criteria and the perception of achievement. Institutional-level reasons also play a role to the non-acculturation.It was advised that a sustainable system be established to pay attention to students, which provides rapid and effective reflection on student's curriculum feedback and self-evaluation, increases the proportion of western young Teachers and creates a multicultural environment for campus life, thereby helping students understand and overcome the problems they have in the course of cultural adaptation.
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