Tandem learning involves learners with complementary target and native languages communicating for the purpose of learning each other's languages and cultures. Studies indicate that it can function as a powerful complement to formal language learning classes with regard to the development of both language proficiency and cultural intelligence. This article reports on an intervention designed to create a basis for integration of tandem learning into language modules for undergraduate students of international business. The exercise involved 32 students in Ireland and Austria who completed letters of application and Curriculum Vitae in their target languages and engaged in peer review with one another. This article describes this process in more detail, discussing successes and obstacles and describing plans for enhancement.