The role of English as a global language has been increasing greatly in importance for the past few decades, giving rise to different varieties of English spoken by native and non-native English speakers all around the world. It has pointed to the need to raise intercultural awareness in English language classes. This study aims to reveal teacher and student perspectives of intercultural awareness regarding ownership of English and cultural integration in English language classes in Turkey. A mixed method research investigation was used in this descriptive case study. Questionnaires were employed to collect data from 45 English language instructors and 92 English language students. Semi-structured interviews were conducted with eight English language instructors, and focus group interviews were conducted with 24 English language students. The quantitative data was analyzed via SPSS 20 and the qualitative data was analyzed via NVivo 10.0 qualitative data software. The findings revealed that while both instructors and students seemed to be aware of the importance of intercultural awareness in English language teaching, their perspectives didn't indicate a thorough intercultural point of view. The findings yielded several significant implications including the need to develop an intercultural curriculum, textbook, and teacher training programs to enhance intercultural awareness in English language teaching and learning process.