The thesis addresses the issue of developing intercultural competence in Slovene and Geography classes in general high school (gymnasium). The theoretical part of the thesis introduces key features and concepts of intercultural education and provides an overview of its systemic initiatives in some international and Slovene legal documents. The thesis proceeds with an outline of the components of intercultural competence, establishing why it is needed, as well as how to develop it in the instruction of Slovene and Geography. The empirical part of the thesis explores to what extent components of intercultural competence are developed in the linguistic part of Slovene classes as well as in Geography classes in high school. The 2015/16 Slovene and Geography curriculums and high school textbooks were analysed. At the end, the results of the survey were analysed in order to shed some light on how high school teachers of Slovene and Geography view interculturalism, how much importance they attribute to it, how frequently they aim to develop it in the classroom, what materials they use in doing so and especially what views on intercultural differences they personally hold. The applied part of the thesis comprises two teaching plans for Slovene and Geography high school instruction, as examples of lessons where critical communicative and intercultural competence is developed.