Although contexts of learning abroad have traditionally been conceived as optimal settings for language and intercultural learning, Researchers advocate the implementation of pedagogical interventions that promote qualitative intercultural dialogue and guidance in language and intercultural learning process. Yet, studies are needed that carefully document and critically examine these interventions. This qualitative interview study explores how guided reflection efforts influence sojourners' intercultural learning by means of critical reflection. We analyse students' narratives collected during the intervention and draw conclusions regarding their ability to engage in critical reflection and the role of the instructor in fostering their reflection processes and intercultural learning development abroad.