Attention to developing interculturality during teacher preparation is increasingly important as student populations continue to be more globally mobile. The present study investigates an embodied way of helping preservice teachers develop the interculturality needed to teach immigrant/refugee populations through dance story intercultural exchanges. Analyzing pre- and postworkshop discussion sessions and written/oral reflections about the intercultural exchange experience, researchers found that dance played an important role in developing the interculturality of preservice teachers. Specifically, its embodied nature allowed for a deeper understanding of content, enhanced communication, and an emotional element that facilitated the development of empathy. Findings also revealed essential elements required for this type of activity such as helping students feel more comfortable, teaching how to tell stories with the body, and teachers/researchers cocreating with students.