Extensive research has been done to identify the conceptual components of intercultural competence (IC), which resulted in a plethora of models and a wide array of differently defined constructs that are in use today to develop and assess IC. However, the majority of IC research comes from relatively similar contexts that are westernised, high on the diversity scale, and employ modern educational practices. This research study set out to investigate an understudied context that is non-western, low on the diversity scale, and retains a traditional educational system based on textbook memorisation. The aim was to examine whether such context would yield IC components similar to or different from those existing in established models. Primary data collected from 32 students, in a Palestinian high school, was analyzed, revealing 14 IC components, which, by comparison to secondary data from literature, were relatively similar to components in established IC models, yet with subtle differences. The three-phase deductive-then-inductive content analysis approach implemented in this study provided us with evidence to support arguments against the one-model approach for IC development and assessment and voice out the need for a more realistic and ethical approach that takes the different sociocultural, geopolitical, and educational contexts into account.