Developing intercultural communicative competence has become an inevitable need within 21st-century demands, mobilizing global efforts to promote unity through diversity. However, within the Colombian context and supported by an economic interest in bilingualism, most English language teaching programs still advocate educational practices that reaffirm cultural homogenization and legitimation. This presupposes a challenge for pre-service language teachers, who may not be interculturally prepared to overcome their ethnocentrism, and yet have to face a language classroom. The study explored the intercultural sensitivity level of a group of 50 pre-service English language teachers from a Colombian private university, its influencing factors, and explained its relationship with the representation of the Other. A twostage explanatory sequential mixed-method design was employed, involving, in the first stage, quantitative data from a self-awareness intercultural sensitivity questionnaire and in the second stage, qualitative data from semi-structured interviews and two in-class observations. Findings indicated that the participants demonstrated ethnocentric intercultural sensitivity arising from a traditionalist culture teaching approach, misleading artificial means to culture learning, and limited overseas cultural experience, which led them to perpetuate Cultural Othering, a social representation materialized through mechanisms of overgeneralization, cultural pride, and cultural underestimation. The conclusions and implications are further discussed.