Although literature on the learning that occurs in-country is substantial, consideration of pedagogy in this context remains surprisingly underdeveloped and under-theorised. To understand how the in-country experience might contribute to an expansion in one’s repertoire of dispositions, we must examine what occurs in-country by understanding it as a pedagogic process. Rather than limiting discussions to structured learning activities, there is a need to return to the notion of pedagogy itself to question the ways in which it might frame our understanding of intercultural development. For these reasons, the notion of pedagogy employed attends to the ways in which learning and teaching operate as broad cultural processes, extending beyond formal sites of learning to everyday life. This chapter presents two key ideas related to the relationship between pedagogy and interculturalisation: the pedagogic ensemble (referring to an array of factors that exert pedagogic force on participants) and pedagogic orientation (used to analyse the significance of past experiences in the way participants approach the pedagogic dimensions of being in-country). Grappling with the dialogic relationship between the habitus and the new environment, this chapter outlines an array of factors which impact interculturalisation in-country, demonstrating the role of the habitus in shaping student learning experiences.