This study aimed to learn the subjective experiences of higher education business students pursuing intercultural development goals. As part of their academic programs students completed the Intercultural Development Inventory (IDI) assessment and received intercultural competency scores. Subsequently, they created personal goals to further develop this skill set. After a minimum three months pursuing their goals, students were interviewed to gain insight about their process. Four main themes were found. First, students acquired new intercultural perspectives and experienced growth. Second, students experienced their growth through active, deliberate learning processes as well as through passive learning processes they were less aware of. Third, students experienced personal meaningfulness in all intercultural development goals they chose to pursue. Fourth, students expressed a sense that their institution should have done more to guide and support their intercultural development. Recommendations for practice include the school providing students with consistent touchpoints to check intercultural development progress. Business schools should also provide and promote ample intercultural development content specifically related to skills for business success to incentivize engagement. Students should also have optional pathways of intercultural development so they can choose the one more personally meaningful. These steps will improve engagement of business students with relevant intercultural development content, better preparing them to make critical business decisions with the intercultural needs and values of the world in mind. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]