With a purpose to prepare domestic students to function in an international and intercultural context as a result from globalization，a need to promote home-foreign students interaction and a demand to support language teachers to develop students? intercultural communication competence, this paper presented how a college EFL class in an increasingly internationalized campus was integrated with five task-based activities of interacting with its foreign students to promote intercultural learning and develop intercultural competence. A qualitative study was conducted by exploring the question of in what ways this class has influenced students5 English and intercultural learning. Seven student participants, purposely selected from this EFL class of 27, were interviewed at the end of the semester. The interviews and students5 oral presentations were analyzed using thematic analysis method. Eight themes identified showed the outcomes，mostly positive, in regard to language learning and international communicative competence learning. In addition, challenges regarding students5 reluctance, hesitation and anxiety were presented. Based on the findings and discussion of this qualitative study, it is hoped this pedagogy can shed light on more innovative ideas on the issue of a lack of culture teaching in many language classrooms where most time is spent on language skills teaching. In addition，while many universities are becoming international strategically, teachers have the responsibilities to facilitate its domestic students to understand this new diverse learning context and to develop the knowledge, skills, and attitudes needed for future preparation.