In the context of an increasingly globalized workplace environment, there has been a great need for professionals who “demonstrate intercultural competences” and a sense of global awareness (Dimitrov et al., 2014:87).Despite graduates of Higher Education Institutions (HEIs) possessing theoretical and technical skills, there has been a prevailing concern as the struggle to adapt to cultural difference in their respective professions (MacRaeand Reinhard, 2019). As organisations gravitate towards ‘internationalisation’ to establish new resources and capabilities, the salience of these competences become more apparent. In response, HEIs have employed the principle of internationalisation themselves premised on the belief that an internationalised curriculum, pedagogical approach and/or organisational structures may facilitate an intercultural experience (Knight, 2017;Deaton, 2015). However, there have been significant challenges in 1) adequately facilitating these intercultural experiences and 2) assessing the successes of their respective outcomes. Drawing from insights gained through an internationalised Work-Integrated Learning (WIL) program at theUniversity West (Sweden), the following argues that WIL’s auto-ethnographic methodology is both effective inbuilding intercultural competences within graduates as well as providing grounds for assessment. In the attempt to prove this claim, it employs Freirean dialectics to understanding culturally relative perceptions of ‘support’ during international work and learning.