This study investigates the identity and interculturality development of English-language teaching assistants through their perceptions of their experiences living and working in France. The study is framed using Bourdieu's (1979, 2000) notions of habitus and cultural capital, and draws from Byram's (2000) "intercultural mediator" and Kramsch's (1993, 2009) "symbolic competence" to analyze the concept of interculturality. Research on language assistants abroad (Byram, 1993) is scarce in the literature. Their situation differs markedly from study abroad students' because of their "in-between status"; they are neither students nor immigrants. By shedding light on the participants' perceptions, this study aspires to show how their cross-cultural and atypical experiences as well as their multiple identities affected their intercultural awareness. The participants were six American college graduates sharing their life story from before their departure for France until their return home. Because this study aims to bring out the participants' perceptions and voices to get a deeper understanding of their sojourns, I used narrative inquiry as the methodology. The data were collected from August 2010 to October 2011 and consisted of a pre-sojourn questionnaire and interview; a collaborative blog about their linguistic, cultural and teaching experiences; three interviews via Skype during their stay; an in-person visit on my part; and a post-sojourn questionnaire and interviews to investigate the reentry process. The data were analyzed according to themes emerging from the data, which were influenced by the theoretical framework and literature review. The findings revealed that the sojourners constructed various personal identities, including a teacher identity and an intercultural self. Upon being challenged the language assistants' habitus adjusted, which contributed to the enhancement of their interculturality by creating a third space where they acted as intercultural mediators. I argue that the participants' identity construction is a reflection of their developing habitus, and that challenging one's habitus influences one's developing interculturality. This study brings to our attention the dynamic and complex process of identity and interculturality development by highlighting that language and culture are inextricably linked to one's identity. I suggest that a work component be added to study abroad sojourns to maximize students' cultural immersion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]