In this paper, we observed a project conducted by international students studying at a Japanese university and Japanese junior high school students, which involved mutual learning in a classroom setting. Projects of this type have rarely been designed and analyzed. The classes were designed using the experimental learning model developed by Kolb and Allport's contact hypothesis. Reflections written by the junior high school students were analyzed with the aim to enable intercultural collaborative learning and intergenerational learning. Learning gains were made by both groups. Additional considerations suggested both groups obtained nearly the same type of learning outcome.
