This paper aims to contribute to the current debate on British Studies from the perspective of eight international students attending a British Studies module in part completion of a foundation/access programme in the UK. Drawing on three sets of in-depth student interviews and 15 classroom observations used to triangulate findings, the analysis reveals that the module presents partial representations of Britishness through discussion of factual information that places little emphasis on the affective dimension of learning. From this, students are seen to construct generalisations about the host culture which the module fails to address despite claims to the development of intercultural competence. (Contains 1 table.)