Interviews with a small group of PhD students at a British university point out that the students feel that the programme offers an environment within which they evolve interculturality via reflexive engagement with the PhD community and in some cases with the participants in their inquiry. They are interpretivist, constructivist, qualitative researchers within a larger university community of qualitative researchers where there is a shared reflexivity that is at the core of interculturality. The existing cultural complexity with they all share makes it difficult to regard them differently as ‘home’ or ‘international’ students, which are disclosed as unsuitably separative labels within an intercultural community. Where there are evident issues with English as a second or other language amid some of the students, it is grasped that this constitutes a wider struggle, shared with all students, concerning self-expression in writing. These findings require cultural belief in whatever backgrounds the students come from. This belief affects how we grasp internationalisation and the nature of academic process and knowledge.