The recent pandemic showed clearly that digitalisation has become an integrated part in everyone’s daily life whether it may be private, educational or professional (European Commission. Digitalisation and beyond: The COVID 19 pandemic and productivity growth in G20 countries. Publications Office https://data.europa.eu/doi/10.2765/850182 , 2021; Legg-Jack, PONTE International Scientific Researchs Journal, 77(10), 2021; Pricope Vancia et al., Series V – Economic Sciences, 14(63, 2):19–26, 2021). Another phenomenon going hand in hand with the constantly evolving digitalisation is multilingualism as globalisation is diminishing linguistic borders (Doiz et al., Studies in Higher Education, 38(9):1407–1421, 2013). In numerous contexts individuals have to be able to handle differing communicative situations and often fall back onto so called lingua francas (Seidlhofer, B. Understanding English as a lingua franca. Oxford University Press, 2011) as multilingualism has become rather the norm than the exception (Gramling, D. The invention of multilingualism (1st ed.). Cambridge University Press, 2021). With this arises a responsibility to obtain an intercultural communicative competence (ICC) (Byram, M. Teaching and assessing intercultural communicative competence. Multilingual Matters, 1997) as essential skill in the twenty-first century (UNESCO. Intercultural competences: Conceptual and operational framework, 2013). A skill that calls for an intercultural competence (IC) (Deardorff, D. K. (Ed.). The Sage handbook of intercultural competence. Sage Publications, 2009) and an intercultural awareness (ICA) (Baker, Language and Intercultural Communication, 11(3):197–214, 2011) that needs application in intercultural communicative language teaching (ICLT) (Tran and Seepho, Philippine ESL Journal, 16:1718–2298, 2016). The present case study investigates this application in form of an intercultural telecollaboration (Lewis, T., & O’Dowd, R. (Eds.). Online intercultural exchange: Policy, pedagogy, practice. Routledge, 2016) between a German and a British university with B.A. and M.A. students. The aim of the case study was to provide students with competences to collaborate virtually in international situations through a shared lingua franca, in this case Spanish (Lallana, A., & Salamanca, P. #CulturaTándem, preparing students for today’s multicultural societies—A virtual exchange between the Regent’s University London and the University of Applied Languages SDI Munich. In U. Gross-Dinter, F. Feuser, & C. Ramos Méndez-Sahlender (Eds.), Zum Umgang mit migration: Zwischen Empörungsmodus und Lösungsorientierung (pp. 189–205). transcript, 2017). Qualitative interviews with the participants were analysed (Gläser, J., & Laudel, G. Experteninterviews und qualitative Inhaltsanalyse als Instrumente rekonstruierender Untersuchungen (4. Auflage). VS Verlag, 2010) to investigate a possible relationship between perceived leadership behaviour and perceived success of the intercultural project. The findings confirmed the research hypothesis about such a connection. In regard to students’ and teachers’ needs and demands for preparing real-world challenges, this case study offers valuable insights towards the connection between multilingualism and intercultural communication.