The article is devoted to the features of teaching inorganic chemistry to foreign students, namely students from Turkmenistan, on the example of the Department of Chemistry and the Methods of Teaching Chemistry at Sumy State Pedagogical University named after A.S. Makarenko. One of the main problems that both teachers and students face is the “language barrier”. And because of that the study of chemical disciplines is especially hard for students. Overcoming this problem requires considerable effort on the part of the teacher. And one of the solutions could be the creation of some special interpretative literature - glossaries in the students' native language and in the language of the country where they study, which contains not only the translation of words and terms, but also brief information - explanation. The Glossary in Inorganic Chemistry includes the basic terms necessary for learning this course. They are given in three languages: Russian, Turkmen and Ukrainian, and for chemical elements – also in Latin. The main factors that influence the quality of assimilation of new material are analyzed in the article too. In particular, teacher's concise speech, a clear and expressive pronunciation and at the same time simple structure of the sentences, allow foreign students to better understand the given information. Emphasis is placed on the application of the principle of visualization and the principle of feedback when lecturing as the main form of new material presentation in inorganic chemistry used while working with foreign students. The visualization of the provided information is of particular importance because it is quite difficult for students to comprehend the information by ear and because they do not have note-taking skills at the proper level. The authors of the article raise the problem of Turkmen students being late for classes and visits. It is noted that increasing the motivation for learning is one of the main factors affecting the quality of education.