One of the essential challenges a knowledge society is facing today is the multidisciplinary character of such society. This conditions the approach stating that the planning of each social activity (education, provision of social services, etc.), not to speak of social studies, must be based on context analysis including the evaluation of the political, economical, social and cultural dimensions, and technological conditions. Today's labor market shows an increasing demand for specialists who can combine various approaches, different competences, and even different professional culture, rather than for connoisseurs of one purview. The society is becoming increasingly multicultural.Such society poses new requirements to a person (Bourdieu, 1990, 1994, 2003; Ritzer, 1996; Juceviciene, 1999; Stanišauskiene, Veckiene, 2000). These requirements condition a change in the interaction between a person and his/her environment. Within this cultural-social medium arises the necessary condition of communication and mutual understanding. Thus, the following problem may be formulated: is it possible and how is it possible to create a learning environment in which representatives of different professional cultures would be able to learn to communicate? In this article, this problem is analyzed with the help of the idea of intercultural communication within a team consisting of the representatives of biomedical and social activity. The group of the co-authors of this article represents this idea: this group consists of specialists of social work, biomedicine, and philology, cooperating in educational activity. The aim of this article is to present a variety of multidisciplinary approaches to the health phenomenon and the possibility to learn to communicate in a group or a team of different professional cultures. The article is based on the methodological principles of learning and empowerment, highlighting the position of an active and responsible specialist and the need for cooperation, conditioning the success of teamwork. The article consists of an introduction, four parts, and conclusions. The first part presents the analysis of intercultural cooperation between different professionals in the aspect of communication impediments and resulting problems arising from differences in approaches to the health phenomenon. The second part analyzes the educational premises for communication and learning to communicate through the disclosure of the philological, communicational, and educational approaches to communication, and the substantiation of the educational possibilities for learning to communicate. The third part of the article presents a discussion on the transfer strategy as the educational premise for the creation of the environment for learning intercultural cooperation. The fourth part presents an attempt to apply transfer strategy for learning professional languages in biomedical studies, and to create the environment for learning intercultural communication.