The teaching force in the United States of America is still predominantly white and monolingual. Yet, the U.S. population is rapidly becoming culturally and ethnically diverse. As a result, white teachers have expressed doubt in their efficacy in teaching students whose cultures are different than theirs (Helfrich & Bean, 2011). The purpose of this study, therefore, was to identify and examine instructional practices that promote intercultural competencies effectively. Thus, after experiencing a variety of instructional approaches, the participants (n=92 pre-service teachers) responded to open-ended questions and reflections. Participants also took part in online threaded discussions. Among other findings, data showed that the use of children's literature with a global focus, along with participating in on-going threaded discussions and reflections, helped the participants most in acquiring essential intercultural competencies.