efore studying at U.S. institutions of higher education, some nonnative-English-speaking (NNS) students enroll in intensive English programs (IEPs). Although IEPs are mostly located on college and university campuses, opportunities for NNS students to interact with native-English-speaking (NS) students who can serve as cultural informants may be limited to social activities (e.g., conversation groups or partners, dormitory events, roommate situations), which are often organized by the IEP. Thus, prior to matriculating to U.S. college and university courses, NNS students may have had little or no interaction with NS cultural informants (professors and students) in classroom settings. Conversely, it is not unusual for many NS U.S. college and university students to have limited experience with cultures other than their own. To facilitate classroom interactions between these two groups, we combined upper level IEP students and NS business communication students to allow the IEP students opportunities to engage NS students in a dominant-culture classroom, and the business communication students opportunities to gain firsthand experience with students from other cultures. This article describes our experience and provides guidelines for activities that can be adapted in a variety of teaching contexts.