Higher education institutions aspire to integrate international and intercultural dimensions. Yet, internationalisation is too often confined to policies and rankings, overlooking the actual experiences of students. This study investigates how in-class intercultural relationships influence transcultural competence within a multi-dimensionally internationalised undergraduate degree in Barcelona. Focusing on 23 first-year students, the study adopts a mixed-method approach, with quantitative data setting the ground for qualitative exploration. Findings reveal five descriptive patterns of interaction between transcultural competence and in-class intercultural relationships, highlighting how agency, previous experiences, and institutional support shape positive, negative, or neutral outcomes. The study emphasises the significance of reciprocal transformative opportunities in non-English-speaking environments and challenges the binary categorisation of students as 'local' and 'international'. It reveals the unique nature of individual experiences, calling for a more nuanced understanding of internationalised classrooms.