Permanently changing business environments and, as a result, an increased occurrence of cross-cultural encounters in accordance with a heightened workforce diversity, represent enormous challenges for todays labor pool. Following this, multicultural teams are no longer an option and thus, individuals are now required to deal with diverse work environments and cultures. This demands for the concept of Cultural Intelligence (CQ) to assist individuals in handling such unstable and potentially ambiguous conditions. However, a scarcity of research about CQ competencies development is prevalent. Consequently, due to the gap in research about CQ development, this master thesis deals with the role of training interventions regarding students self-perceived Cultural Intelligence (CQ) development. More precisely, it explores cross-cultural management education (CCM) and experiential learning as contributing factors to CQ amplification within a cross-cultural context. Hence the study aims at closing the identified research gap through collecting data from semi-structured interviews of Austrian and Italian business students. The statements about their feelings, attitudes, and perceptions related to CQ development are the object of the study. As the results show, intercultural training interventions are vital elements in preparing individuals for an international environment. In this regard, the interviewees express confidence and satisfaction in their cross-cultural abilities, which is primarily attributable to prior CQ interventions. What is more, the exerted CQ level affects aspirations for global success as well as the motivation to push across cross-cultural boundaries. Above all, for both Italian and Austrian students receiving theoretical input as well as gaining real-life experiences is the most feasible way to develop CQ, with a greater importance given to experiential learning. Apart from this, no clear culture-specific patterns can be identified. Above all, the collected findings demonstrate valuable information and insights regarding the conditions students need in order to develop their cross-cultural ability spectrum. Thus, the relevance of academic institutions concerning CQ development is highlighted.