In this presentation, a telecollaborative exchange experience involving pre-service teachers of English in Japan and Germany will be discussed. The participants are 26 pre-service teachers at Tokyo Gakugei University in Japan (including one international student in Korea) and 9 students from Karlsruhe University of Education in Germany. The data is collected through AIE (Autobiography of Intercultural Encounters) to investigate the students’ reflection on the telecollaboration along with RFCDC (Reference Framework of Competences for Democratic Culture) to further analyze each participants’ background. Furthermore, the recording of the session itself is employed for data analysis. The exchange was held on-line on July 5th in 2021 for 75 minutes. The group discussion was set as breakout rooms with 4 to 6 students followed by a whole group reflection session. The topics discussed in the break-out sessions include education systems, English learning, university life, etc. The result shows that the experience was positively perceived by almost all the students and for the Japanese students stimulating for their further English learning. The German students experienced English as a lingua franca and both groups noticed the differences in communication style as well as in education systems across Japan, Germany and Korea. Some students mentioned that it made them aware of new perspectives on their own culture. This may indicate that the mere one-time intercultural experience might have promoted their critical awareness of their own culture (Byram, 2021). The case of the student who participated from Korea stands out. By being multilingual (proficient in English, Chinese, Japanese and Korean) and having attended an international school in China, she clearly functioned as a mediator (suggested in CEFR Companion Volume, 2020) to facilitate communication among the members in her group. Further case-studies will be discussed based on the results of the RFCDC descriptor analysis.