Intercultural competence can be conceptualized broadly to include reflexive and critical awareness of one’s taken-for-granted cultural assumptions. Intercultural communication can also be an opportunity for building collaborative worldwide connections with the aim of realizing more equitable and peaceful relationships beyond oppression, injustices, and marginalization, the process of which can be facilitated through an arts-based approach to ELT and social justice. This paper reports on the reflexivity, criticality, and intercultural understanding demonstrated by 12 high-intermediate Japanese students in a class featuring an arts-based approach to understanding social activism and Collaborative Online International Learning (COIL). Students experienced intercultural exchanges first-hand, thus facilitating the development of reflexivity conducive to intercultural citizenship. In the arts-based component of the curriculum, students were exposed to different forms of art to learn about various social (in)justices and nonviolent activism worldwide in English. The chapter analyses how the instruction and telecollaboration cultivated students’ reflexivity and criticality and how their newly developed reflexivity empowered their communicative competence in English and facilitated mutual accommodation. The chapter also discusses some limitations of this curricular attempt as well as the potential applicability of the arts-based approach to intercultural citizenship education in wider instructional contexts.