Intercultural Skills, Culture and Literature at the University. The Example of the Department of German Language and Literature in the University of Athens Aglaia Blioumi Abstract The transcendence of national identities in recent decades and the diffusion of the cultural context triggered by globalization have resulted in the creation of new identities. This development has resulted in the multicultural structure of many European countries. Foreign language teaching has been geared to the multinational structure of school classes through the development of Intercultural Education. Given, however, that the implementation of the principles of Intercultural Education is dependent on the teachers, who, in turn, must have been initiated in the principles of this scientific field, the University assumes a leading part in providing intercultural education to adults. The aim of this paper is to show how the students of a Greek University can acquire certain skills of intercultural action through the course of Culture and Literature. The development of intercultural skills is based on the anthology „KALIMERHABA”, a trilingual edition including short stories and poems written by Greek, Turkish, and German writers. Successful interactive situations can be characterized those who allow to the participants to communicate with people from other cultures without prejudices. Thus, in the instruction of language, literature and cultural lessons at the University not only the transmission of historical and cultural data concerning the foreign culture is achieved, but also the transference of intercultural skills, as they entail both a cognitive as well as emotional and factual dimension. The aim of this paper is to show how the students of a Foreign Language School can acquire certain skills of intercultural action through Culture and Literature Courses. The assumption made in this paper is that the development of intercultural skills is a requisite for future teachers of foreign languages, since foreign language teaching is interwoven with issues of diversity/identity, propagation of cultural elements, and adoption of an intercultural conscience. In my opinion, the development of intercultural skills can be spread even if the students are not in a multicultural environment, but rather in that of Greek Universities, and they can also be taught certain intercultural skills quite effectively with the help of foreign culture and literature teaching. This paper will draw attention, on a theoretical level, to the philosophy and modern trends of the Course of Culture, which are described as Landeskunde in German-speaking literature, where I shall focus on. Already at this point, it should be pointed out that, in recent years, Landeskunde is very closely associated with the transmission of intercultural messages. Secondly, I shall present my own intercultural model for developing intercultural action skills, which is based on German-speaking texts of migrant literature and which I have applied to the students of the School of German Language and Literature in the University of Athens, in the context of the Course of Culture. Evaluation of the entire attempt will be based on some comments on the students’ final project, which aimed at analyzing the intercultural elements found in literary texts, given that the degree of identification and thorough examination of intercultural elements is characteristic of the understanding and training of students in action skills. In other words, I think that the contribution of the imaginary dimension of literature may serve as a practical field of intercultural training.