Increasing mobility, diversity, and globalisation are challenging formal education in many ways in nation-states. Recent societal developments have drawn attention to a need to provide students with intercultural competences in addition to linguistic competences in foreign language education. Intercultural competences are also a more and more relevant issue in citizenship education extending the conception of a goal of education from traditional nation-state-based citizenship towards global citizenship. Interdisciplinary connections and conceptualisations of foreign language education and citizenship education are presented and discussed quite widely (e.g. Alred et al. 2006; Byram 2008; Guilherme 2002; Osler & Starkey 2005) in literature. The aim of this study is to use some generally accepted components of intercultural competences to examine their interdisciplinary potentiality in an empirical research context.  The attempt here is to identify realisation of  the chosen components, i.e. critical cultural awareness, cultural sensitivity, and skills to analyse, interpret and relate cultural products, in a natural university-level setting of teaching and learning foreign language and culture. The research was guided by the following question:  how do the students perceive and reflect on the relation and cultural difference of a foreign culture and their home culture?

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