Developing intercultural communicative competence (ICC) is an important part of learning a foreign language, even though some second/foreign language (L2) teachers ignore adopting the intercultural approach to language teaching. Considering the pedagogical significance of intercultural knowledge, this study aimed at investigating Iranian English-as-a-Foreign-Language (EFL) teachers' cognition, attitude, and practice in teaching ICC. For this purpose, 50 Iranian EFL teachers were non-randomly selected to fill in (Gonen and Saglam, International Journal of Global Education 1:26-46, 2012) adapted Teachers' Familiarity with the Target Culture (TFTC) questionnaire, which was originally developed by (Sercu et al., Foreign language teachers and intercultural competence: An international investigation, Multilingual Matters Ltd, 2005). Next, a semi-structured interview was run with five selected Iranian EFL teachers to explore their attitudes toward teaching intercultural issues in EFL classes. Further, their practice of teaching intercultural issues inside the classroom was observed and recorded four times. The frequency analysis of the responses to the TFTC questionnaire indicated that the majority of Iranian EFL teachers were cognizant of the importance of teaching ICC. However, some discrepancies were found between their cognition, attitude, and practice in teaching intercultural issues. In practice, the teachers were not well aware of intercultural issues, and their teaching of these issues was limited to the course-books they taught. The most important implication of the study is for teacher educators to familiarize teachers with various intercultural issues to help them teach these issues in their classes more effectively.