This article investigates the perceptions and stereo-types of Canada held by students in Nordic, Scandinavian, and Baltic countries participating in Canadian studies courses. Drawing upon eighty-seven papers submitted between 2021 and 2023, the study employs lexicometric analysis to discern recurring “othering” strategies employed by students. The in-terdisciplinary nature of the Canadian studies course, blending literature, history, and political science, aims to equip students with the knowledge necessary to examine the nuances of the Canadian social model. By examining cultural stereotypes, the study redefines Canadian studies as an integral component of (North) American studies, highlighting the importance of chal-lenging initial representations and fostering critical thinking. Findings reveal students’ engagement in the process of other-ing, reflecting on Canadian identity, multiculturalism, and the integration of First Nations. The study underscores the signifi-cance of pedagogical interventions in creating spaces for transformation and critical reflection. Ultimately, it demon-strates the potential of area studies to assist students in struc-turing academic texts and encourages further exploration of themes related to memorial policies and reconciliation in courses on Canadian studies.Keywords: Canadian studies, stereotypes, othering, intercul-tural