In today’s interconnected world and the rise of global challenges, the need to build students’ intercultural competence and equip them with the necessary knowledge of and respect for cultural differences proves to be of utmost importance. Hollywood’s history of vilifying Arabs, undermining their diverse identities, and reinforcing stereotypes of violence and fanaticism (Shaheen, 2003) and the media’s selective news about Arab society call for the critical need to reshape students’ knowledge and cultural awareness. Meanwhile, learning about the other’s culture requires “strategies to interpret, to understand, and to put into perspective” (Schulz et al., 2005, 172). Equally important is to develop students’ “intercultural citizenship” (Byram & Wagner, 2018, 147) by reflecting on social justice within a comparative cultural setting. This study explores the pedagogical model of engaging undergraduate students at an American institution in synchronous and asynchronous sessions with Arab peers in an Arab institution with the objective of building intercultural competence with a focus on minority issues. Using qualitative data, this paper examines the impact of the students’ engagement in those sessions and the effectiveness of the tools used in changing their preconceived notions about Arabs and minority concerns to a deeper understanding of the complex social, political, and cultural intricacies of the issues addressed.