Due to the relationship between language and culture, most second language teachers incorporate culture into the curriculum, choosing to focus on the 3 Ps: products, practices and perspectives. However, learning about the 3 Ps of other cultures will not necessarily give students the tools to navigate and interact within these cultures, nor does it assuredly push the students to understand how culture affects everyone's day-to-day life. In order to move past the limitations of the 3 Ps, some researchers suggest that immersion education should be implemented in the language classroom. They suggest that the language classroom should be a space where the students use their L2 to build meaning together with one another and the teacher. Specifically, researchers claim that second language curriculum should incorporate units that aim to heighten students' cross-cultural awareness. Simply put, cross-cultural awareness is defined as an understanding of one's own culture in relation to the other cultures one has learned about or encountered. According to Sue (2001), there are three pathways to cross-cultural awareness: studying multiple perspectives, interacting with people from different cultures, and looking for biases within oneself and others. In order to study whether or not these pathways actually can increase cross-cultural awareness, the present mixed methods research implemented two units within a high school junior classroom: one regarding undocumented youth perspectives and one regarding reflection on one's own culture and biases. The results from a pre and post questionnaire regarding the students' level of cross-cultural awareness revealed two sets of data. First, that the students increased their cross-cultural awareness in regards to cultural theory, existence of perspectives, and their own skills and comfort levels within cross-cultural encounters. Second, that the students remained stagnant or increased in their own cultural biases.