This study investigates the development of intercultural competence (IC) in a university French conversation class through a course module that features student ethnographic interviews with native French speakers. Data collected from 50 students across three semesters are examined through the lens of Byram's (1997) five domains of IC and used as a framework to identify change in the development of students' IC. This mixed-method study draws on quantitative and qualitative data from pre- and post-questionnaires along with data documenting instructional delivery. Quantitative results indicate significant change in the skills domains of IC (Skills of Interpreting and Relating and Critical Cultural Awareness), and qualitative data point to IC-related attitudes and knowledge associated with perspective-taking. Analysis of findings by interpreting the convergence of quantitative and qualitative data yields implications for language and culture educators with respect to the impact of consciousness-raising pedagogical strategies for advancing IC.