With respect to foreign language teaching, classes for English as a foreign language (ESL) have a central position in German high schools. Due this central position the complex task of developing intercultural competence is an important aim. In the linguistic literature conceptions about how to teach intercultural competences are quite diverse and lack empirical foundation. Central goals of intercultural learning in the language class comprise enhancement of awareness for cultural differences, cultural self-awareness, interest in the other culture, interest in intercultural topics in general and the acceptance of cultural differences. With regard to the quality of instruction, a cooperative learning environment and discourse about cultural meanings are emphasised as important dimensions for intercultural classes (Göbel, 2006). Based on research on mathematic and science instruction we know that constructivist instructional settings, where teachers are open for and interested in the student's concepts and ideas, are helpful for the development of concepts and interest in the topic. Bennett and colleagues point out the importance of teachers adaptability to learner's intercultural sensitivity (Bennett, Bennett & Allen 2003). In order to be prepared for promotion of intercultural learning, teachers' own intercultural experience represents an important prerequisite.The current paper aims to answer the question, which prerequisites of teachers and students and which kinds of observable aspects of instruction lead to a promotion of intercultural learning in the ESL class. Does the uptaking of student's ideas and experiences foster intercultural learning? Are teachers who are more interculturally sensitive and who have more intercultural experience more able to uptake students' ideas and experiences and in consequence to raise students intercultural competence? To answer these questions, a combination of different paper-pencil instruments and video data is used.The data of the present study derive from the DESI-Study (Deutsch-Englisch-Schülerleistungen-International/German-English-Proficiency-Study-International, funded by the German Cultural Ministries). The analysed sample consists of 105 classes of 9th grade from different German high school forms.To shed light on the quality of instruction, the classes were videographed during one lesson while having an English lesson about intercultural topics. After the videographed lesson, students answered a short questionnaire concerning their perceptions of the lesson and teachers were interviewed about their instructional goals and strategies. High inference and low inference ratings concerning the uptaking of students' ideas about intercultural situations and about their experience during the course of the lesson were conducted by trained experts.In the course of the DESI study Teachers were asked about their professional formation, their contact with people from English-speaking countries, their intercultural sensitivity and the importance of intercultural topics in their ESL classroom. Students were administered a general cognitive ability test, they were asked to describe the importance of intercultural topics in their ESL-classroom and they their general intercultural interest and their cultural awareness was assessed (Hesse & Göbel, 2006). The derived data are analyzed by means of hierarchichal and non hierarchical regression analysis.The results indicate that discussing student's experiences and ideas can help to foster their intercultural interest and awareness. Classrooms where students have more opportunities for participation and expression of their ideas and experiences score higher in intercultural interest and awareness. Furthermore the quality of interaction realised in the classroom are connected with the intercultural experience of teachers. Teachers with more intercultural experience and sensitivity introduce a higher amount of intercultural topics in their language class as rated by themselves and their students. Moreover these teachers give more opportunities to their students to express ideas and experiences concerning intercultural encounters during the course of the lesson than those with less intercultural contact and intercultural sensitivity.Bennett, J. M., Bennett, M. J. & Allen, W. (2003). Developing Intercultural Competence in the Language Classroom. In D. L. Lange & M. Paige (Eds.), Culture as the Core (pp. 237-270). Greenwich: IAP. Göbel, K. (2006): Unterrichtsqualität im interkulturellen Englischunterricht - eine Videostudie. Unpublished Dissertation, Department of Psychologie Landau University