Symbolic competence is integral to intercultural teaching and learning, but limited research and teaching guidance exist in foreign language classrooms. This paper explores the use of critical incidents in developing the symbolic competence of advanced-level English as a Foreign Language (EFL) learners at a Chinese university. Mixed methods analyses of critical incidents written by students reveal all dimensions of symbolic competence, with prominent themes of diversified intercultural understanding, effective narrative control depicting a positive self-image, and growing perspective-taking awareness though limited evidence of exercising symbolic power. The study thus highlights the symbolic value of intercultural language teaching and suggests the potential benefits of critical incident writing for developing the symbolic dimension of intercultural competence.