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The contribution of action research to teacher education as well as to refugee education has been highlighted in the international literature. Through action research, teachers can link educational theories with everyday school practices. In addition, the participation of refugees in action research, especially in cooperation with members of the dominant ethnic and cultural group, could play a significant role in their empowerment and social inclusion. This article describes the content and the results of an action research, which took place in the context of an academic course in a Greek University. The aim of the action research was the interaction between students and peer refugees and, through it, the development of intercultural competence and empathy. The action research developed in three cycles, featuring the students and refugees’ participation in intercultural routes–walks. The action research findings showed that the participation in the abovementioned walks supported the intercultural communication and interaction among the group members, as well as the reflection on refugee identity stereotypes.