This article focuses on the ways world language teachers individually and collectively negotiate intercultural encounters and symbolic competence while abroad, at the art museum. In this empirical study, I locate, describe and analyze emerging third places by examining the teachers' discourse, in interaction at the museum. The data consists of a tape-recorded group discussion, participants' diaries, lesson plans and follow-up interviews. The research methodology adopts an interpretive framework, relying on post-structuralist methods of discourse analysis (Kramsch & Whiteside, 2008). This project is also tied to current research in study abroad and intercultural education (Alred & Byram, 2002; Kramsch, 2008, 2010; Kinginger, 2004, 2008, 2010) and in museum education (Knutson, 2002; Leinhardt & Knutson, 2004). Key to the transcription notation is appended. (Contains 5 tables.) [This paper was published in: Proceedings of Intercultural Competence Conference August, 2010, Vol. 1, pp. 304-334.]