Decolonial theorists continue to argue for a de-linking from the uncontested onto-epistemic constructs of intercultural education pedagogy (IEP) in TESOL. In the Global South, intercultural education may remain largely amenable to Euro-Western culturalist/differentialist frameworks that often breed essentialism and ethnocentrism. This paper envisages decolonial intercultural education as a de-linking approach for decentring the intercultural models prescribed in the canonical textbooks and materials. Therefore, it critically engages with intercultural language teaching from a decolonial lens so as to unravel and challenge the colonial undertones that are often rendered invisible within the assigned IC materials in Moroccan MA program courses.