This paper explores the efficacy of an authentic intercultural and cross-institutional learning activity in aligning curriculum with graduate attributes. Reflecting a professional setting, students mentor peers in another country in a learning activity involving the provision of financial reporting advice to a “client”, considering several international reporting issues. The learning activity objectives are to improve students’ technical accounting knowledge, enhance professional skills, and integrate graduate attributes within the curriculum. Preliminary evidence suggests that the learning activity achieved these objectives. Furthermore, student feedback indicated they were engaged to an extent where they considered how they would use this learning experience post-graduation.