Recent research demonstrates that operating effectively across boundaries is more complex than traditional essentialist models in cross-cultural studies suggest. The authors present a teaching model that leverages this research and moves away from static comparative models of intercultural interaction. Using self-reflexive and analytical processes, students learn to apprehend the multiple facets of their own and others’ identities as these become salient in different contexts. The article shows that through the experience of this course, students develop a mind-set which is essential to deal with the complexity facing today’s professionals. Students are quoted verbatim to illustrate the success of this model.