Abstract This study aims to identify the difficulties in intercultural communication experienced by students of the English Language Education Department (ELED) with lecturers (teaching staff) and fellow students in the ELED environment of Cenderawasih University. This study uses a social phenomenology approach that focuses on the perceptions and experiences of 20 English language students selected based on stratified purposive sampling techniques. Data were collected through semi-structured interviews centered on three sensitization concepts: intercultural sensitivity (IS), intercultural communication competence (ICC), and intercultural learning (IL). Data were analyzed using a qualitative approach. The findings are organized into themes that explain differences in ethnic origin culture, effective intercultural perceptions, communication with lecturers, and better communication between English peers. This study supports the existing literature on intercultural communication and provides recommendations for teaching staff at ELED to foster an inclusive multicultural environment. Keywords: intercultural communication, English students, perceptions, experience, peers