Films and TV series are widely used to support teaching in English language classrooms. They are seen largely as a source of authentic language, as a way of motivating students or as a means of conveying knowledge about another culture. There is less emphasis on their use as a focus for developing intercultural competence. This is particularly the case in China. This article reports on an empirical project with Chinese college students (CCSs) designed to examine the processes they engage in when viewing films. The analysis of the data shows that this process is not linear but complex and multi-dimensional. The findings suggest that making sense of foreign films and TV series is a highly dynamic process which is culturally specific and often specific to the individual; there are many varied factors which influence their viewing. The results have implications for using films in the language classroom.