This study aims to increase the understanding of how Chinese EFL teachers view intercultural competence (IC) and how their beliefs might influence their teaching practices. Qualitative methodology was employed to examine the class observation and interview data collected from a sample of 11 teachers working at a large public university in eastern China. The findings of this study suggest that the participating teachers' perceived IC as involving behavioral, cognitive, affective, and symbolic aspects. Although most of the teachers recognize the importance of IC in their teaching, the intercultural dimensions of teaching have not yet become a regular focus in their actual classes.