This article, developed from the paper of UNESCO Conference on Intercultural Education, Jyvaskyla, Finland, 15-18. 6. 2003, from a student perspective examines the intercultural competencies in education. It analyzes that understanding "self" and "other" improves intercultural competencies in education. The first one analyzes the competence to understand the "other' side of the culture by the model of Huntington (1996). The second one analyzes the competence to understand the culture of one's own - 'self' by Bourdieu's habitus (1984, 1991). The concept of the two perspectives to understand self is to understand the differences of the others from self, but also to understand the adaptation of the self to others. The paper is exploring the self and the other in the process to have intercultural competencies by applying the concept of habitus and field. The paper intends to formula that the intercultural education competence is a unified competence to have from both the insides of the habitus, the self, and the outside habitus, the other. The one side, either from the self or the other cannot fully develop the intercultural education competence. Since the outcome from the interview shows that Chinese students define German teachers as the habitus self oriented in teaching (cf. Gogolin, 1994) cross cultural students, thus it is hard to have the intercultural communication competencies to be developed from one side, students. This arouses me in this paper for a further research how a Chinese student manages to solve the problems in intercultural education confronted in a German class. Research materials for the project were collected in 2001 (April to December) by tape-recording of the focus interview and in-depth interview of the Chinese students studied in the universities and colleges of Hamburg. The students are with native language of Chinese, and have learned German as the first or second foreign language. They participate in different level of their main and minor subject studies, except one of them is learning German in the Cologne and another is in Goethe institute. The outcomes found in the interview strongly support those Chinese students with their distinctive habitus in developing their intercultural communication competencies in German educational field with their special social capital rooted in their culture among Chinese students. This makes up for the gap after one to two semesters that their learning habitus with different communication style meet problems in German university reported in UNESCO conference, Jyvaskyla, Finland, 15-18. 6. 2003 In the conference session, some excerpts of the transcripts and the analytic reading will be presented, followed with theoretical and methodological considerations of the presenter. This is hoped to lead the audience to have an active discussion with the issues involved as well as the direct comments given by the senior experts. The session presentation will offer, for the students and teachers, ideas and information about the meanings and effects of students' and teachers' intercultural competencies in intercultural pedagogy, in addition to administrators dealing with multicultural education and intercultural communication.