This quantitative study explored the intercultural sensitivity of elementary school leaders in International Baccalaureate public schools in the southern United States. The leaders completed Chen and Starosta's Intercultural Sensitivity Scale, which consisted of 24 statements assessing five factors using a five-point Likert response format (1 = strongly disagree to 5 = strongly agree). After 41 leaders had completed the survey, it was found that their sensitivity was 4.22(SD = 0.44), with the most positive responses being the respect for cultural differences factor (M= 4.43, SD = 0.45). The lowest scores were for the interaction confidence factor (M = 3.92, SD =0.68). Female leaders were perceived as more sensitive overall and in terms of interaction enjoyment (M = 4.56, SD = 0.50). Veteran leaders showed higher sensitivity to respect for cultural differences (M = 4.49) and interaction enjoyment (M = 4.50), while no significant differences were found between novice and veteran leaders. The study suggests the importance of discussing communicative competence and sensitivity using a common language. Future research could expand this investigation to other regions in the United States and include school leaders in regular elementary public schools to highlight commonalities in intercultural sensitivity in school climates.