Intercultural competence is defined as an ability to act appropriately in situations where multiple cultures are represented. Few studies have examined the impact that intercultural development activities and reflections have on preservice career and technical education teachers. Grounded in the theory of continual improvement, this study investigated how middle and high school career and technical education teacher candidates grew in their own intercultural competency throughout a four-month teaching internship. Ten participants completed one survey/questionnaire, one video reflection, one interview, and one writing reflection as part of their semester teaching internship. Three themes emerged from the data analysis including awareness of the outward expressions of diversity, a need for continuous improvement, and a demonstration of flexible and responsive teaching strategies. © 2020 American Association of Family and Consumer Sciences
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