In this quantitative survey study designed to explore elementary school leaders' intercultural sensitivity in internationally-focused public schools, 43 leaders (33.3% response rate) completed Chen and Starosta's Intercultural Sensitivity Scale. This scale consisted of 24 statements in five factors (respect for cultural differences, interaction attentiveness, confidence, engagement, and enjoyment) with a five-point Likert response format (1 = strongly disagree to 5 = strongly agree). Overall, leaders' "sensitivity" was 4.22 (SD = 0.44), with the most favorable responses for the statements associated with the "respect for cultural differences" (M = 4.43, SD = 0.45) factor. While still positive, "interaction confidence" was the lowest (M = 3.92, SD = 0.68). When exploring differences between males and females, majority and minority, or novice and veteran teachers, only 4 out of the 18 mean comparisons demonstrated statistical differences. While those school leaders who were females perceived that they were more sensitive than their peers overall and in two factors, novice and veteran teacher perspectives were consistent. While generalizations are made cautiously, implications for school leaders offered is to dialog by speaking a common language about communicative competence and sensitivity. Future research avenues include the expansion of this type of investigation to the other three major regions or other types of educational leaders as results may highlight the commonality of thought toward intercultural sensitivity within the greater country's culture. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]