Abstract This study attempted to explore Iranian EFL teachers' intercultural communicative competence (ICC) belief system. To this end, the researchers developed ICC Belief Scale based on Byram's (1997) model of IC and Sercu's (2005) EFL teachers' opinion on Intercultural Foreign Language Teaching Questionnaire. In order to ensure the reliability and validity of the developed questionnaire, it was first expert viewed, and next it was pilot tested on a group of teachers consisting 30 pre-service and 30 in-service teachers. Based on Cronbach's α internal consistency estimation and Factor Analysis (Cronbach α = .87, KMO=.63), the designed questionnaire was deemed acceptable. In the next stage the validated questionnaire was administered to 100 pre-service teachers majoring in Applied Linguistics at the M. A. level from six universities in Iran and also it was distributed among 100 in-service M. A. holder teachers working in private language institutes in Kermanshah, Hamedan and Tehran provinces. The results of descriptive statistics revealed that EFL teachers were interested in ICC. In addition, the results of t-test revealed that pre- and in-service teachers did not significantly differ in terms of their ICC beliefs. Moreover, One-way ANOVA determined that the scores of inexperienced, semi-experienced, and experienced EFL teachers' ICC belief did not reach significant difference. The findings imply that teacher training courses and teachers' years of experience contributed to teachers' professionalism in terms of the theoretical dimensions of ICC.
