The most outstanding overhaul in educational policies in Spanish monolingual communities has been the widespread implementation of Content and Language Integrated Learning (CLIL) programmes. This article delves into the supposedly indissoluble relationship between CLIL and intercultural communicative competence. Using as a basis a case study on CLIL primary and secondary school teachers' and students' perceptions, this study questions whether bilingual programmes in Andalusia provide learners with the necessary competences to cope efficiently with otherness. Findings show that CLIL presents an apparent potential for the development of crucial intercultural attitudes, the vital development of critical cultural awareness, and, finally, action-taking as a sophisticated outcome of both assessments. (Contains 1 note.)