The United Nations Sustainable Development Goal 4 (SDG4) indicates that education for global citizenship and appreciation of cultural diversity should be embedded at all levels of curricula. In this paper, we share findings from an analysis of curriculum documents in Victoria, Australia and Québec, Canada that identified learning related to this goal and explored the potential depth of intercultural understanding (ICU) this may lead to. While we view ICU as linking directly to the SDG4 aim of developing learners' global citizenship, we also investigated the extent to which ICU transcends the appreciation of cultural diversity or 'other' cultures. Our findings suggest that in both contexts, ICU could be categorised into three key dimensions: a focus on similarities and differences, a focus on reflection and self, and a focus on transformation. In addition, there was little evidence of interculturality beyond the cultures of immigrants. Given the history in both contexts, we identify that interculturality must also involve more inclusion of Indigenous cultures within the curriculum for all students to ensure transformative intercultural outcomes are maximised.