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Increasing diversity in higher education and the workforce requires undergraduate students to learn to work together effectively to address scientific and social issues. Our goal is to learn how best to facilitate teamwork among students from Historically Black Universities (HBU) and Predominantly White Institutions (PWI) to promote collaborative learning. We analyzed the evolving knowledge, perceptions, and attitudes of participating students as they developed close working relationships through a ‘study-within-a-study’ design where student pairs (one from an HBU and one from a PWI) conducted their own research project while we analyzed how these students interacted with their partners. The Association of American Colleges and Universities (AACU) rubric of Intercultural Knowledge and Competence was used to develop a set of codes for assessing transcripts of student meetings. AACU defines six attributes of this rubric including cultural self-awareness, cultural worldview frameworks, empathy, verbal and nonverbal communication, curiosity, and openness. Our pilot results suggest that students willing to engage collaboratively with others from different cultural or educational backgrounds can display attributes of intercultural competence, while those not willing to engage in the collaborative process may not exhibit such competence. We also learned that students require the same initial preparation necessary for the assigned project.