What does it mean to teach intercultural competence? Do we need to travel to "other" places? In what way does content need to reflect the traditions of "other" cultures? How can popular musics inform our teaching of these skills? Drawing on the guidelines in the AAC&U Intercultural Knowledge and Competence VALUE Rubric, I argue heavy metal music can serve as a model for using music to increase students' intercultural knowledge, competency, and awareness, as well as their ability to critically reflect on issues in their own society, including gender, race, and class. I provide background on the genre and explore why it serves as a useful tool for intercultural learning conversations. In making direct connections between the measures in the VALUE rubric and class activities and concepts, this approach can model how others may incorporate intercultural learning and competencies into a wide range of courses.