Intercultural competency (ICC) has been an extensively researched area within the past decade, given the broad consensus that this trait constitutes one of the key competencies of the 21st century manager. However, somewhat under-explored are aspects including the implications and effects that pedagogies such as blended learning have on the inculcation of ICC traits, specifically within the context of multicultural, multi-ethnic university level student groups in Australia, within which this research has been conducted. Drawing on social psychology, this exploratory study examines perceptual data on blended learning experiences within a cross-cultural higher education setting. Results suggest that intercultural competency is best learned through social exchanges, such as faceto-face rather than blended learning. Our findings provide support for the importance of context, which is significantly related to cross-cultural studies and curriculum development and design.