Background: Although culture is deeply embedded in language, cultural proficiency is not always gained during language learning. Experiential pedagogies that emphasize reflection may be appropriate for such learning. Purpose: This research explored pupils’ self-awareness as they engaged in the co-construction of personal life stories in one experiential pedagogy, the Autobiography, Biography, and Cross-cultural analyses (ABCs) model. Methodology/Approach: The ABCs methodology was implemented across two secondary-level foreign language classrooms, one of Irish students learning German, and the other of German students learning English utilizing a case study approach. Student writing products generated during early stages of the implementation were analyzed for themes related to self-discovery and cultural awareness, to explore how students negotiated self-image as they experienced cultural exchanges with the cross-cultural partner. Findings/Conclusions: Thematic analysis revealed that in the early stages students’ understanding of the role of culture in their own identities was absent. Implications: Teaching culture alongside language is challenging, especially in an online format. The current study demonstrates that language students do not necessarily show awareness of the self and the role of culture at the outset of the intervention. It also shows how the ABCs model can foster experiential learning in a foreign language classroom setting toward greater cultural awareness through self-discovery.