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Problem Statement: Every society consists of individuals different in terms of physical, psychological, and sociocultural characteristics. Differentiation in today’s societies has increased due to globalization, intensified immigration, advancements in communication technologies, and the recent increase in value of subcultures within the dominant culture. Consequently, human communities that maintain different characteristics together have brought about the concept of multicultural societies. Within these societies, teachers play the principle role in maintaining the multicultural environment and managing its processes. Since teachers’ successful implementation of these tasks depends on their level of intercultural competence, today’s teachers should develop their intercultural competence. Purpose of Study: The present study aims to determine the intercultural competence levels of preservice teachers from Switzerland and Turkey. Methods: A descriptive survey model was used as the chief research approach. The study sample comprised 185 preservice teachers, 84 of whom were from Switzerland and 101 of whom were from Turkey. Data were collected by means of the Multicultural Personality Questionnaire and a personal information form. Findings and Results: The intercultural competence levels of preservice teachers from Switzerland and Turkey were found to be middling. Preservice teachers perceived themselves to be the most competent in the dimension of ‘cultural empathy,’ which was followed by ‘openmindedness,’ ‘social initiative,’ ‘flexibility,’ and ‘emotional stability,’

Preservice Teachers’ Intercultural Competence: A Comparative Study of Teachers in Switzerland and Turkey