Students' development of intercultural competence during stays abroad has been subject to numerous studies due to the vital importance of intercultural interaction in the globalised world. In the present cross-sectional study, we provide and test a theoretical frame connecting self-efficacy theory of learning and intercultural learning, examining the remembered parenting style of N = 203 German students as a moderating variable to contribute to the understanding of intercultural competence as the result of a learning process. We predicted and found that self-efficacy mediates the relationship between length of stay abroad and intercultural competence, depending on the perception of an emotional warm parenting style. Contrary to our assumptions, the parenting styles control, and punishment do not moderate the relationship between length of stay abroad and self-efficacy. The current study thus contributes to the understanding of intercultural learning as a result of accomplishing intercultural challenges and learning, with implications for further research and practice.