This study examined the English intercultural learning experience of 63 fourth-year Thai tertiary English majors through the students’ evaluation form, which included the Likert scale questionnaire, checklists, and open-ended questions. The questionnaire’s findings showed that the English majors evaluated gaining an English intercultural learning experience to a moderate amount. Then, the checklists’ findings informed that they mostly noticed learning cultures when the teachers used online media, shared experiences or viewpoints, and offered them to discuss cultural issues in the classroom. Finally, the open-ended questions’ results stressed that the participants required more opportunities to communicate in English, be familiar with varieties of English, and learn their native English teacher’s culture. Although they experienced learning target and foreign countries’ cultures from a Thai English language teacher to a large amount, they felt inferior to those countries and noticed the lack of promoting home cultural value in the classroom. The findings suggested that teachers should monitor themselves to ensure that they inspire students to be proud of their identity and nation before valuing others. Otherwise, students may be unable to express appreciation of their national identity to the world and lack a prerequisite qualification of the global-ready graduates—desirable national citizenship.