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The present study aimed to explore Chinese college EFL teachers’ ICC levels and the current situation of their intercultural teaching practices, as well as the relationship between them. The study involved 146 Chinese college EFL teachers working in ten universities located in eight provinces of China. Two questionnaires and semi-structured interviews were employed to garner data. Independent samples t-tests and one-way Analysis of Variance tests (ANOVA) were performed to compare differences between two or three variables in terms of factors such as teaching experience and overseas experience. Pearson R Correlation was computed to examine the relationship between Chinese college EFL teachers’ current level of ICC and their intercultural teaching practices. The findings revealed that participating teachers enjoyed above-average levels of ICC and moderately frequent use of intercultural teaching activities. The factors stated above proved to have an impact on both teachers’ ICC and their intercultural teaching. The results of the correlational analysis showed that teachers’ ICC was positively correlated with their frequency of implementing intercultural activities in class. Finally, the implications of the present study and also suggestions for further research were presented.
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