Along with increasing campus internationalization and global engagement initiatives in higher education (Brajkovic & Helms, 2018), the heightened focus on intercultural competence in language learning (Porto, Houghton, & Byram, 2018) highlights the need to develop learners’ intercultural skills through their learning experiences inside and outside the classroom. In addition, as Kessler (2018) notes, more recent technologies allow learners to “communicate with others in authentic and compelling linguistically and culturally contextualized domains”, often without the guidance of an instructor. For this purpose, the mixed method study presented here investigates the use of a self-access, online cultural module and telecollaborative discussions between U.S. students and Japanese cultural informants to develop language learners’ intercultural sensitivity. The language resource center staff at a large, southeastern university in the U.S. developed and administered the module, based on Japanese pop culture and designed according to Merrill’s (2002) First Principles of Instruction, to engage students in an exploration of kawaii, manga, anime, geinōkai, and jeipoppu through direct instruction and authentic cultural materials. The participants (n = 86) were university students from beginning Japanese language and culture courses in the U.S. Discourse analyses and paired sample t-tests of the students’ cultural and world viewpoint statements revealed statistically significant growth in intercultural sensitivity after completing the self-access module and telecollaborative exchanges. Focus group transcripts also demonstrate the students’ high level of satisfaction with the module and preference for more self-access opportunities to supplement classroom learning. The presentation concludes with a discussion of practical implications and suggestions for future research.