This study addresses the dynamics of U.S. and international students studying together in the United States. This study investigates lived experiences as well as the effects of a first-year foundational course on the development of intercultural connections between students. The first-year foundational course hoped to provide the ideal conditions that allowed for prejudices to decrease and friendships to form. This study draws on four primary theories and perspectives: Acculturation, Intergroup Contact Theory, Transformative Learning and Culturally Sustaining Pedagogy. This qualitative action research study uses multiple types of data: instructor journals, student journals, individual interviews, and photovoice. The themes identified include growth and development, independence, friendships, moments of similarities, prejudices and behaviors, superiority and apathy, and belonging to the majority or minority. The themes indicate that the research study provided a foundation for study participants to further explore how to incorporate intercultural experiences into their lives in the future and beyond.