This case study investigates factors negatively affecting lower secondary students' intercultural awareness and ways to raise their intercultural awareness. The study was carried out at a public state school in Turkey, and 32 students participated in the study. An 8-week implementation was designed in accordance with the conceptual framework of intercultural awareness to raise students' intercultural awareness. Coursebook analysis, semi-structured interview and classroom observation were used to collect qualitative data, whereas a questionnaire was used as pre- and posttest to collect quantitative data. Findings revealed that cultural elements in English coursebooks were represented in fragments, and they also involved false or invented cultural information. In addition to coursebook-related problems, grammar-based instruction and lack of focus on cultural topics were also among the main factors negatively affecting intercultural awareness. As for the implementation, findings indicated that students were able to compare cultures in a better way, improved their knowledge about other cultures and their home culture, and were more interested in cultural topics at the end of the implementation process.