In the era of internationalization and globalization of the education system, the factors of tolerance and sociability are becoming increasingly important, the ranges of intercultural cooperation are significantly expanding. With the active development of economic and political ties, and more and more increasing competition, it becomes necessary to systematically improve the professional qualifications and mobility of employees. Changes are taking place in all areas of our life, and the education system is no exception. Currently, in the education system, the issue of integrating some academic subjects into certain areas of knowledge is relevant, which contributes to the achievement of high results in the study of these disciplines. In this article, we will describe the context in which the teaching of specialized French takes place, the difficulties, that teachers face in Kazakhstani universities, as well as the real needs of undergraduate students in "International Law" and "International Relations" of the Sorbonne-Kazakhstan Institute and al-Farabi KazNU based on our analysis results. Teaching is a relatively new phenomenon in higher institutions in Kazakhstan and there are still difficulties in differentiating SP teaching from general French (GF), with regard to the objectives, content and role of the teacher. It should be noted that the language faculties of Kazakhstani universities do not train SF teachers. It also creates problems related to training programs in different specialties, curricula, teaching techniques and others. The privileged tools that are put in place are the collection of authentic data, questionnaires from teachers providing French courses in the universities of Kazakhstan and students in the specialty of French language. During the analysis of the questionnaires, it was revealed that SF teachers and students had difficulties of different order, the graphs show us in detail the existing problems in SF teaching in Kazakhstan.