Fieldwork interviews can be utilised in intercultural communication classrooms to compare theories with real-world experiences, promoting discovery and facilitating deeper learning. However, the insights drawn from such interviews are often reduced to direct quotes from interviewees, with little reflection on why they express their views in specific ways. This study demonstrates how positioning theory and discourse analysis can deepen the analysis of fieldwork interviews by encouraging students to consider why and how interviewees' positions shape their meaning-making of events. The article presents a lesson on intercultural business communication aimed at preparing students for conducting fieldwork interviews. The lesson centres on a case study of a shipbuilding contract in which the Norwegian Navy commissioned a ship from a South Korean shipyard. Through the lesson, students learned to recognise not only the explicit statements made by interviewees but also the underlying dynamics influencing their narratives. Students identified that one interviewee, who framed himself as an influential and active agent, was, in fact, more of a victim due to his outsider status in relation to other key characters in the narrative. The lesson exemplifies how socio-constructivist approaches can bring greater nuance and complexity to intercultural education.