The article is devoted to the consideration of the historiography of the problem of preparing students for intercultural interaction from the standpoint of the subject-integrated learning technology. The first post-war years were chosen as the time period – from the mid 40s of the XX century till the end of the 60s of the same century. This period is characterized by the closed nature of Soviet society, the predominance of totalitarian tendencies in pedagogy, the focus of the education system on the formation of a patriot-internationalist through appropriate education, the lack of a social order to use interdisciplinary connections in the preparation of students, and the development of intercultural communication as an academic discipline. The genesis of the process of preparing non-linguistic students for intercultural interaction in the context of the subjectlanguage integrated environment is considered in the article from two positions: didactic and intercultural; it is also emphasized that in modern pedagogical science there exists a considerable experience in preparing students of different profiles for intercultural interaction, forming and developing tolerance to representatives of other cultures, and educating younger generations in a multicultural environment. The analysis of this stage allowed the author to state that pedagogical science lacks a direct focus on preparing students for intercultural interaction.