The dramatic increase of foreign fee-paying students benefits our community on one hand, but on the other visible problems of teenage pregnancy, racism, drugs , abuse, indifference as well as invisible problems of loneliness and helplessness arise. The researcher noticed many sad cases through her work experience as a language teacher and as an interpreter for government agencies such as the courts, police, immigration and health over the last 20 years in Christchurch. Local residents lack a realistic understanding of the difficulties encountered by foreign students in adjusting to a new environment, a different culture and a new language. This study is an investigation of living situations of Non-English-Speaking Background (NESB) Asian secondary full fee-paying students (SFFPS) boarding with host families in Christchurch. Research was conducted by interviews and questionnaires with secondary school students in Christchurch. Aspects of Asian SFFPS living situations with host families that were investigated include the students' country of origin, age, size of host families, age group of host families' children, attitudes of the host families, host families' leisure life with students, students' social life, meals with host families and host families level of support. On the whole, the research suggests that Asian SFFPS boarding with host families lack supervision and support. Interactions between Asian SFFPS and their host families, local students and the local-community are infrequent. Many international students lack a congenial learning environment, a decent living environment, a proper provision of welfare support and a good relationship with the host culture and its people. Interactions are important to develop greater communicative competence and more confidence in the use of the English language in order to achieve wellbeing and multicultural linkage with New Zealand society as a foundation for later friendships. The study concludes with a list of recommendations that might improve the Asian SFFPS living situations. Interventionist strategies for intercultural interaction would I need to be introduced to promote more and better intercultural activities . Monitoring and supporting systems by schools, agents, guardians and host families are necessary.