This study addresses the role of the education of English as a foreign language in a time when it is argued that competence for encountering increasing cultural diversity will be useful, even necessary, for both individuals and societies. Its overall aim is to problematize and increase understanding of the implementation of cultural aspects in the language classroom by addressing the interrelated what, why and how of the cultural dimension within EFL education. This has been conducted by means of theoretical explorations into the area, alongside an attempt at promoting intercultural competence within the framework of the researcher's own educational praxis. In the study, the development of intercultural competence is described as a cyclical process from simple to more complex levels through a combination of cognitive, affective and behavioral elements within a framework of experiential learning. The classroom project was conducted during the three years of upper comprehensive school of a class of 17 students. The focus of the intercultural work in the calssroom was on the promotion of awareness of difference and diversity, as well as respect for such difference through the ability to distance oneself from cultural norms and behavior that previously have been taken for granted. The results suggest that this project has shown one possible way forward concerning the development of intercultural competence within EFL education through a more systematic and comprehensive approach regarding linguistic and cultural aspects.