In the context of globalisation, intercultural teaching has been suggested as an objective in English as lingua franca (ELF) education, which has challenged English teachers in acquiring the intercultural communicative competence (ICC) in English language teaching (ELT). However, empirical research exploring the intercultural capabilities and practices of nonnative English teachers (NNETs) teaching English as a foreign language (EFL) in Asian contexts remains scant. This study was a preliminary exploration of Taiwanese NNETs' ICC in ELT, namely their affective orientations regarding intercultural communication, personal capabilities of intercultural communication, perspectives of ELT, and practices related to the intercultural dimensions of ELT. A self-assessment inventory of ICC in ELT was used in combination with follow-up interviews to collect data from Taiwanese NNETs in different institutional contexts. An analysis of the data revealed inconsistencies between the NNETs' self-reported ICC (e.g., personal capabilities) and ICC-oriented teaching practices (e.g., teaching objectives and strategies). Personal (e.g., interests and life experience) and sociocultural factors (e.g., entrance exams and social norms) identified in the interview data were applied to interpret the survey results. This paper addresses the importance of developing NNETs' ICC in ELT, particularly their awareness and practices of various Englishes and cultures to help EFL learners communicate effectively with the increasing number of nonnative English speakers. Some suggestions for Taiwanese English educational policy and future studies on the topic of developing NNETs' ICC in ELT are provided.