The study presented in this article aims to explore if and how intercultural learning may take place in students' class interaction. It is grounded in the assumption that interculturality is not a clear-cut feature inherent to interactions occurring when individuals with presumed different linguistic and cultural/national backgrounds talk to each other, but that interculturality is co-constructed during interaction. In other words, every "interdiscourse interaction" is potentially intercultural. We have assumed this perspective while investigating student-student class interactions that took place in an intercultural education course aimed at enhancing students' intercultural learning in view of their sojourn abroad. Interactional data were analysed from the perspective of conversation analysis. Then, drawing on the notion of "séquence potentiellement acquisitionelle" as well as on a constructivist approach to intercultural learning, we conclude that, in interaction with their peers, learners can co-construct "potential intercultural learning sequences" (PILS), which present recognisable interactional and discursive features.