The aim of this study is to determine whether intercultural sensitivity levels vary among foreign language teacher candidates in terms of variables such as target language, year of study (grade), and gender in both intra and inters programs. Research sample consists of 1,049 Turkish freshmen, sophomore, junior, and senior foreign language teacher candidates who are studying German, English and French Languages at two universities during the spring semester of 2015 to 2016 academic year. The research employs survey model, a quantitative research method which uses a positivist paradigm. Intercultural Sensitivity Scale (ISS) was used as data collection tool. All research data were subjected to inferential analysis via Mann-Whitney U, Kruskal Wallis H, Friedman Tests, and Kendall's tau_b correlation analysis in terms of participant related and environmental variables. Research findings revealed that inclusion of intercultural approach into foreign language teaching programs equipped Turkish foreign language teacher candidates with high level intercultural sensitivity. In this regard, it is of paramount significance to incorporate intercultural approach into the curricula of education faculties in order to have future foreign language teachers who can serve as intercultural models, negotiators, and mediators. Based on the need to reform general qualifications of teaching profession in accordance with contemporary requirements, the roles of intercultural model, negotiator, and mediator should also be added as part of the approach into the current conceptual framework of professional qualifications for foreign language teachers which is in a restructuring process.