While intercultural competence is commonly a goal of university study abroad programmes, debates around criteria for assessing this competence have highlighted the challenges in appropriately identifying students' intercultural learning in relation to specific university programmes. To overcome these issues, this research moves beyond conceptualising the intercultural in terms of "competence" and instead proposes a framework termed "Cultural Responsiveness" to illustrate students' intercultural learning. Through questionnaires and interviews, the experiences and perceptions of undergraduate students after a year of exchange in France or Switzerland were collected and analysed. Using the "Cultural Responsiveness" framework, three parameters of students' intercultural experiences emerged: Awareness, Engagement and Bringing Knowledge Home.