The ability to adapt and thrive in an unfamiliar cultural context is incrementally becoming vital. Therefore, universities aim to create an environment to enhance students' cultural intelligence (CQ). This study aimed to detect English as a foreign language (EFL) learners' CQ in a state university in Turkey and discern their strengths and weaknesses in intercultural communication. The study employed the CQ scale to detect learners' CQ, and open-ended questions to unearth strengths and weaknesses. SPSS was run for quantitative analysis, whereas MAXQDA was tapped for qualitative data analysis. The results indicated high values for students' metacognitive, motivational, and behavioural CQ, albeit learners' cognitive CQ was moderate. There was no significant difference between the CQ of male and female students. Moreover, the overseas experience did not have a significant influence on their CQ. However, there was a significant difference in the cognitive CQ of students at different proficiency levels. Qualitative analysis revealed learners' strengths, such as communication and adaptation skills, and an interest in diverse cultures. However, learners' scant knowledge of different cultures and low language proficiency were significant problems impeding learners' intercultural communication. The implications of the study might provide insight for stakeholders to raise students' CQ in educational spheres.