Due to the lack of research on international school teachers and their intercultural competencies, this study aimed to examine the lived experiences of fifteen international school teachers in terms of intercultural competencies through a narrative study. Examination of the stories told, through the lens of symbolic interactionism, provided insights into how these teachers perceive intercultural competencies and how these competencies impact their lives and their practice. Understanding others and self was seen as crucial to having successful intercultural encounters as was a willingness to engage. In the school setting, these teachers showed how to seek and use cultural knowledge to connect with their students. They also demonstrated the importance of informing and teaching others about intercultural competencies. Throughout the interviews, the dichotomy of international schools was shown--the wealth of cultural diversity contrasted with cultural inequity. Administrators and teachers in schools are recommended to prioritize intentional teaching of intercultural competencies, develop teacher skills in intercultural competencies, prioritize cultural equity, and ensure there are systems in place to guarantee accountability in these areas. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]