The purpose of this research was to explore the impact of five factors (i.e., years of experience, gender, race, educational preparation, education level) on the development of intercultural competence in educators. Survey data were collected from 435 teachers from across Tennessee. Results showed that gender, degree level, and race had a significant impact on the intercultural competence of the participants in this study. Though most teachers exhibited intercultural competence, achievement gaps still existed, thus pinpointing the disconnect between intercultural competence and intercultural practice. This data provides school administrators, educator preparation programs, and educational policymakers with information to further support intercultural development among teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]