This classroom action research explores discipline-based inquiry and learner assessment of intercultural competence in a simulated "Moving Abroad" project that is part of an undergraduate English-language survey class required of all world language majors and minors at a large public university in the Southeast. The project tasks students to adapt the ACFTL Three Ps framework (Products, Practices, and Perspectives) through simulated intercultural encounters. The study seeks to assess the ways in which the project generates evidence of learners' development of intercultural competence and how participants perceive the project as meaningful. Data in the form of 124 student documents were collected and analyzed over four semesters in a mixed-methods approach. Preliminary findings describe the project's merits, acknowledge the study's limitations, and make recommendations for future practice and research.