While it is generally accepted that literature fosters (inter)cultural learning, few qualitative studies have sought to understand in what ways interculturality is developed. This article investigates the development of Spanish L2 students' intercultural awareness through the reading of a short story entitled "Norma y Ester" by Argentine writer, Carlos Gamerro, and partially reports on a two-semester action research project funded by the Higher Education Academy LLAS Subject Centre. The study draws its data from final year Spanish Honours Language undergraduates in multicultural classes at a British university, who were exposed to a literary text written in "rioplatense" Spanish. This article describes students' responses and seeks to identify, describe and explain evidence of intercultural learning in their reactions and contributions through the pedagogies implemented. The results of the study indicate that Gamerro's story can bring out students' stereotyping of the remote, and not so remote, Hispanic "Other", and provide opportunities for problematising gendered identities and deconstructing fixed essentialised notions of "Otherness". Pedagogies for intercultural exploration through literature in L2 educational contexts are now being reconceptualised, therefore this study not only contributes to a growing body of research, but it also represents a slice of students' development of intercultural learning in flight. (Contains 1 footnote.) [This paper was published in: Proceedings of Intercultural Competence Conference August, 2010, Vol. 1, pp. 378-397.]