Because only 3% of students from U.S. historically-black colleges/universities (HBCUs) study abroad (Redden, 2018), educators at HBCUs must design pedagogies that develop global skills for students for whom international travel is unfeasible. Films momentarily immerse students in new cultures, which was the goal within one public, Midwestern HBCU of a film course entitled "Moroccans Through Films". This online, asynchronous course was piloted in Fall 2023, yielding overwhelmingly positive results. Using a "culture-through-film" approach (Kirakosian, McLaurin, & Speck, 2017), the course developed students' intercultural competence (ICC) through studying of social group and issues of Morocco. This reflection discusses the course's conceptual and practical dimensions. It reports on a modest action research project that explored the nature of learners' learning. Findings demonstrated that learners were moving away from ethnocentric views and could identify similarities from the films to their own cultures. Insights are offered into teaching such courses as a cultural outsider. Overall, this pilot project demonstrated the benefits that film courses can afford an internationalizing education.