Any culture is not the one for all nation- or worldwide. Interculturality is a multifarious phenomenon in a society. It functions as a construct, it stands for the internationalism, and it is used for world trade following with socioeconomic interests (Mall 2000). Interculturality here is considered a mental and a moral category. 'Inter-' refers to an experiential core of existence and subjective involvement. Interculturality connects human beings and groups of persons to multicultural societies.Migration is growing across the globe. Due to the rapid population growth in recent decades, also the number of immigrants has increased rapidly. According to a UN estimate (UN 2006), in 2005 there were 193 million immigrants in the world, which is some 3% of the world's population. Thtey are even more many of European population. Immigrants are a disadvantaged group on the European labour market, and professional reintegration of immigrants to a new home country is a major challenge. Labour market measures emphasize the integration policies of immigrants to make them active contributors to their own life and families and to the society. The professionals, who mentor, advise and teach immigrants, have deficiencies in intercultural competences. Additionally, little is known about intercultural competence in the context of active integration.The purpose of this paper presentation is, first, to compare the integration policies of workforce in seven European countries (Austria, England, Finland, Germany, Italy, Latvia, Portugal and Romania). Second, an action-oriented case study focuses on a Finnish vocational education and training context. The presentation explains the development and research project called the Culture Laboratory. The aim of the project was to increase teachers' intercultural competence and to promote good ethnic relationships. The project was conducted in a large vocational college specialized in social welfare and health services in Helsinki. The emphasis was to empower immigrant students by participatory practices. Hence, students became active cultural agents in their studying and in their every day living (Teräs, 2004). The main theoretical and methodological framework of the project and the research was cultural-historical activity and developmental work research ( Vygotsky 1978; Leont'ev, 1978; Engeström, 1987). Engeström (2005 p.11) describes developmental research work as an interventionist approach, which studies transformations and learning in work technology and organizations. The interventionist approach means that practices are intentionally explored and changed in order to facilitate understanding and transformations of those specific practices and social realities. Developmental work research combines scientific inquiry and developing of local practices.First, a comparative method used is based on the ex-ante-analyses done by the partners of seven countries of the INT.COMP Project running 2006-2007 (coordinator the BFI Wien). Second, an intervention called the Culture Laboratory, which is an application of a generic Change Laboratory method, was launched at the college (Engeström, Virkkunen, Helle, Pihlaja, & Poikela, 1996). The intervention lasted from November 2001 to April 2002 The participants consisted of one immigrant group with students from 8 different countries (Afghanistan, Chile, Iraq, Italy, Japan, Somalia, Estonia and Russia), three teachers of the group, a school assistant, a school social worker, the chief-interventionist, and project personnel. The sessions of the Culture Laboratory consisted of 9 two to three-hour long supervised sessions (a total of 20 hours) held in intervals of one to six weeks. The sessions were both video and audio taped. The participants talked about their training and offered practical solutions to existing challenges. The empirical material of this study is formed from discussions in the Culture Laboratory.The findings showed that the participants of the Culture Laboratory made numerous suggestions and thus actively contributed and participated into development work. The participants employed the opportunity to identify, compare, and create new cultural practices at the college. The results of the Finnish case study will be reflected against the training policies and practices of the countries involved in the INT.COMP project.Engeström, Y. (1987). Learning by Expanding: An Activity Theoretical approach to developmental research. Helsinki: Orienta-Konsultit. Engeström, Y. (2005). Developmental Work Research Expanding Activity Theory In Practice (Vol. 12). Berlin: Lehmanns Media. Engeström, Y., Virkkunen, J., Helle, M., Pihlaja, J., & Poikela, R. (1996). 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