While languages education (Liddicoat, 2002) is being transformed by intercultural language learning theory, there is little illustration of either how students are achieving intercultural learning or how to assess it. This article reports on a study of high school language students in Sydney, Australia. Its findings make visible student intercultural learning within language study and thus make possible new modes of assessment of this learning. Pedagogical implications arising from this study are discussed. (Contains 1 figure and 1 table.) [This paper was published in: Proceedings of Intercultural Competence Conference August, 2010, Vol. 1, pp. 281-303.]