As intercultural learning has been increasingly regarded as essential in higher education, researchers have promoted it through integration of digital storytelling into cultural exchange activities. However, most studies have focused on the utilization of only one language whereas the effects of multilingual digital storytelling on students' intercultural learning is understudied. To help bridge this gap, in this study, the effects of creating bilingual digital stories with students in an English-speaking country on the intercultural learning of students in a Chinese-speaking country were investigated. Data included students' learning portfolios and reflective essays and were analyzed utilizing content analysis and matrix coding query. The findings revealed that the students became more critically aware of their own and others' cultural diversity and sensitive to the uses of both English and Chinese language and multimedia resources for communication with people from different cultural backgrounds. They also reported multiple advantages associated with their cross-cultural online interactions, specifically in the domains of language acquisition and cultural understanding. However, they also highlighted challenges, notably the difficulties in coordinating meeting schedules and overcoming communication barriers. Implications and limitations are also discussed.