This contribution provides an overview of different facets that can be developed or promoted in exchange stays and that are specific for teachers. By systematizing the available findings with a conceptual approach, it assigns the majority of the findings to three different facets of teaching-specific "intercultural competencies": It indicates a potential to develop professional knowledge, teaching-specific beliefs as well as motivational orientations that allow students to engage actively in challenging intercultural situations. The overview uncovers a range of methodological constraints in the prevailing literature and reveals an urgent need to add more solid evidence specifically in the context of teacher education.