The European Union has recognized the need for promoting social and political change through education. Special emphasis has been placed on the role of schools in personal and human development, along with the need for greater understanding of the diversity which makes up the European Union and throughout the world. This means that teachers are now expected to involve learners in the process of acquiring knowledge of their own culture(s) as well as other cultures. This article discusses a pilot project carried out in six European countries and designed to promote intercultural awareness of future teachers. The nexus of the training programme included empirical knowledge drawn from the teacher trainees international experiences, combined with intercultural communicative theory. How the pilot project was set up, some outcomes and conclusions derived from qualitative and quantitative research about the project are discussed. (Contains 1 table and 5 notes.)