Integration is vital to student well-being in higher education but integrating new students from different countries can be challenging. To ascertain students' integration into their new environment, this mixed method study combined the data collected from weekly diary entries of home and international students at the start of one engineering program, with follow-up interviews. These students studied primarily online due to the pandemic. The diary entries focused on their adjustment to the program from an academic, social and pair work perspective. Results show that the students reacted slightly negatively to the academic experience but very positively to their pair work. It seems that the teacher-formed pair work helped to bridge the academic and social gap and not only alleviate some of the stress caused by assignments, but in some cases, provided new social contacts. The article concludes that structural factors within the course can facilitate interaction and thus support integration.