The unprecedented global refugee crisis and the accompanying political discourse places added pressures on teachers working with children who are refugees in resettling countries. Given the increased chances of having a refugee child in one's classroom, it is critical to explore how interculturally sensitive teachers are and if working with refugees makes them more culturally attuned. This study analyzed intercultural sensitivity of 281 teachers in a public urban school district serving increasing numbers of refugees. First, the study found that teachers who had experience with refugee students did not have higher levels of intercultural sensitivity than teachers who had no such experience. Second, the results indicated that English as a second language teachers were more interculturally sensitive than general subject area teachers. This study raises critical implications for teacher education programs to prepare teachers who are interculturally sensitive before they encounter refugee students in their classrooms.