The purpose of this qualitative descriptive study was to explore how educators support and describe implementation of intercultural pedagogy practices in one urban dual language elementary school in the northeastern region within the state of Pennsylvania. The overall research question focused on how the K-5th grade principal and teachers described support and implementation of intercultural pedagogy practices focused on development of intercultural competence. This study was framed through Byram's intercultural communicative competence, Deardorff's intercultural development competence, and instructional leadership theories. Data collection consisted of semi-structured, open ended, in-depth individual interviews using in-person and Zoom's web conferencing platform along with analysis of annotated documentation from the principal and teachers in a dual language elementary school. Ten participants comprising one principal and nine dual language teachers were included in the study, utilizing purposeful sampling to clarify criteria that individuals must meet to participate. All data were analyzed using thematic analysis, resulting in six themes that included connections, opportunities, open-mindedness, quality of support, value of diversity, and external support. The study findings suggested the effectiveness of intercultural pedagogy practices relies heavily on the quality of support and initiatives imparted at the school and district level, essential to facilitate dual language educators' intercultural competence development within dual language classrooms and multicultural learning environments. [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.]