In recent years, considerable concern has arisen over issues of intercultural competence (IC) in relation to English education in the fields of English as a Foreign Language (EFL) or English as a Second Language (ESL), due largely to globalisation. However, relatively little qualitative research has been conducted on EFL teachers' beliefs and their effects on classroom practices. Through in-depth interviews and analysis of teaching materials this study seeks to explore the understandings of IC and self-reported pedagogical practices of five Taiwanese EFL teachers in higher education institutes of technology. The findings suggest that the teachers' understandings of IC did not play a part in their self-reported pedagogical practices, and that cultural self-awareness did not appear in their teaching. Lecturing occupied most of the class time, and discussion with students was rare. Textbooks dominated the practice of the participating teachers. Interestingly, most participating EFL teachers acknowledged the significance of intercultural learning in EFL education. Above all, this study emphasises that pedagogical practices should reflect not only the interconnected world but also the local contexts and real needs of students and teachers. With the increasing influence of globalisation, the development of IC contributes to the implementation of EFL education. (Contains 3 tables and 1 footnote.)