This thesis describes an action research project undertaken at Manchester Community College, Manchester, Connecticut, USA. The project was designed to gather evidence to address the research question: Can an intercultural approach to composition provide community college students with the cultural awareness and skills to succeed in the culture of the academy without devaluing the home cultures from which the students come to the college? The project involved asking English 101 (freshmen composition) students to read James Joyce’s A Portrait of the Artist as a Young Man and then to apply intercultural skills to their analysis and interpretation of the text. About 80 students participated in the project over a two-year period.The thesis includes an overview of composition theory, with emphasis on current trends in postmodern/postcolonial approaches that emphasize a binary (self/Other) world view. It also provides an overview of intercultural theory and an examination of the ways in which it reflects or differs from bicultural theory and from current trends in composition. It also contains descriptions of intercultural activities undertaken in my classroom.