1. Introduction With the rapid development of economic globalization, communication between countries is increasingly close. Under this trend, a new phenomenon is coming to people lives, called Transnational Education System. At the same time, the world at the beginning of the new century presents a different picture. Most of the economic that were recipients of education aid are now highly industrialized and have thriving economic(Ward et al. 2001, p.386). Nevertheless, this system has some disadvantages of international students to adapt, such as culture, language. The most critical point is the difference in culture. It creates an invisible barriers, which making overseas students not only into the transnational education difficulty but also local life, and may cause a range of psychological reactions. Meanwhile, there are some factors which can bring influences. Firstly, group impact, if abroad students want to be able to fully communicate with the locals as well as exchanges with international students, or with only their own culture group. The impact of group in oversea life is quite important. Secondly, essential elements, for example, gender, age, preparation, major, economic status and living abroad experience, as well as overseas study time and other factors. Thirdly, language hinder and help from school, which are also essential for international students to integrate into new context. After analyzing these corresponding factors, this essay will give a conclusion and predictions of the cross-cultural adaptation of international students. 2. Group impact 2. 1 Advantages of group Berry (1997, cited in Rosenthal et al. 2007, p.72-73) claimed that sojourners who adopt a new cultures and kept connections with both groups, their adjustment stress will drop to a low level. Moreover, sojourners who maintain a relationship with their own culture only will experience a high level of pressures(Rosenthal et al. 2006, p.72-73). This view proposes a common idea of the function of the group. Especially in oversea environment, group seems more significant to international students to make friends so as to feel less lonely in different country and to achieve a better quality of studying and living. Sharideh and Goe (1998, cited in Rosenthal et al. 2007, p.73) suggested that international students in whom took part networks of co-culturals would get a comfortable, familiar and less stressful method, which could provide security, support, connection and knowledge about new culture. As Berry (1997) observed, social interaction could develop a balance between the interaction and identification with the home and host culture. It can not be denied that a group can give students opportunities to make communication, and that communication is the best way to reduce the pressures so that to integrate into local context when one first arrive to a new environment. In other words, in one group, it has considerable kinds of small networks, which combine a few students with each other to finish their job and task easily. There are some examples in foreigner universities, for example, When new students start their modules, the college will divert them into different groups, such as Sheffield International College, from GB01-GB06 groups so as to combine students together to live and study. In addition, significantly, family is a special group in abroad which can support emotional, belief and value help in co-culture context (Marcus and Swisher, 1992). If in overseas there is a family member, for instance, a sister or brother, the adjustment stress may vanish quickly and student can be used to the native living. The core feature in a family is the most trust relationship. It means that a large amount of help can be supplied to students without less reluctant. However, family also has some drawbacks. One is less interaction with hosts. From Chapdelaine and Alexitch (2004, p.172) suggestion, international students who come to a new context with their family members would have little time to interact with host society. The