Inherently concerned with the personal and cultural development of individuals, intercultural competence can be regarded as an inseparable aspect of "Bildung". However, while scholars have acknowledged the affiliation between these two concepts, what remains to be investigated is the extent to which notions of "Bildung" are incorporated in theoretical models of intercultural competence. This is an important aspect to study because such models constitute the foundation for how intercultural competence is understood as an educational goal. The present article examines Byram's model of intercultural communicative competence, which has been particularly influential within the field of foreign language didactics. The article investigates how this model corresponds to "Bildung" theories in its description of the ideal encounter between Self (own culture) and Other (foreign cultures), and discusses the learning processes which may be involved. Relying on the theoretical perspectives of Gadamer, Bakhtin, Ricoeur and Klafki, the article argues that, while central aspects of "Bildung" are evident in Byram's model, they are downplayed through its emphasis on harmony and agreement. The article further stresses the importance of regarding conflict, ambiguity and difference not solely as challenging aspects of the intercultural encounter, but as potentially fruitful conditions for profound dialogue between Self and Other.