This study examines the effectiveness of an undergraduate intercultural learning assignment immediately and over time. Students were asked to consider what they know or believe about refugees and the sources of their information. They then engaged in two one-hour online interviews with a refugee. After the interviews, they wrote reflective narratives that guided them to think about their beliefs before and after the interviews, the value of the interviews to their learning experience, and how they might use what they learned to engage with others on the topic. The assignment utilises Bennett's (2009) definition of intercultural learning and tests the efficacy of Allport's (1954) contact theory in an online environment. Analysis involved content analysis of 80 student narrations and follow-up interviews with 14 students between 3-12 months after the assignment was completed. Results indicate a high level of changed attitudes among the students. They reflected on how they moved from stereotypes and misconceptions to respecting and advocating for refugees. Results were evidenced not only immediately during the assignment, but also by those students interviewed in months after the assignment was completed.