The case study is an attempt to understand how students experience intercultural classroom communication and what kind of competence they need to cope in intercultural classroom communication. The context is a supplementary course in English for university enrolment in Denmark. It is a multinational student body and all the students have finished a 3-year upper-secondary school. The motive is to uncover challenges in intercultural classroom communication and to suggest tools to improve student learning outcome. The method applied is grounded theory focusing on observation of classroom communication, student questionnaires and semi-structured interviews. The study shows different categories of students in relation to the students' intercultural communication and awareness. Some student categories are interested in intercultural classroom communication, whereas other student categories are less interested. The outcome of the study is related to theories of student behaviour and intercultural competence. Influences on intercultural classroom communication are student agendas in relation to learning and communication. Other influences are course description and the students' language skills. The study suggests tools to improve intercultural classroom communication. In the intercultural classroom, teachers can act as mediators across cultures and students can act as initiators of intercultural communication.