TESOL postgraduate students come to the UK from China seeking an authentic environment in which to develop their English language skills and learn about their host culture. This paper provides a substantive review of the historical context of higher education in China, including its Confucian cultural heritage, and shows its evolution from a system of rote learning to one increasingly embracing critical thinking and active classrooms. Significant previous studies on the Chinese international student experience in Western academic contexts are then presented. Applying this, we present a needs analysis conducted at a British university to elucidate perceived missing adaptation support and the resulting programme, demonstrating what was successful and providing best practice recommendations for other universities looking to enhance sociocultural support for this changing student population. Our goal is to assert the need for Western higher education to acknowledge the changing profile Chinese international students, specifically postgraduates, will have upon matriculation.