This paper delves into the goals of language teaching and learning, shedding light on the importance of intercultural or “linguo-cultural” competence. While modern approaches to language learning and teaching primarily emphasize linguistic and communicative competence, it is essential to recognize the role of the cultural context in which every natural language is used. Linguo-cultural competence includes both an understanding of the linguistic worldview and cultural code or canon, which enable learners to comprehend textual discourses and develop deeper intercultural communicative competence. It is relevant across various language levels and subsystems, encompassing not only semantics and phraseology, but also phonetics, morphology, syntax, and pragmatics. This paper explores key concepts within the Serbian linguistic worldview and examines “lingvokulturemas” in the vocabulary and phraseology of the Serbian language. It focuses specifically on the challenges arising from insufficient knowledge of the linguistic worldview and cultural code among learners of Serbian. By analyzing the difficulties encountered by learners of Serbian, we have identified several features of the development of intercultural competence that are typical for Serbian language. The paper emphasizes the importance of working with “linguoculturemas” and concepts of the linguistic worldview that are often misinterpreted or misused, leading to misunderstandings in intercultural communication.