Intercultural competence is often marketed as one of the most important competencies for potential employers. However, rarely do teacher education programs focus on it as a core learning outcome. Given Saudi Arabia’s recent emphasis on global perspectives in their Vision 2030, this chapter aims to establish the significance of reflection on experience in developing IC for ELT teachers. The chapter presents data from an intervention study conducted with in–service ELT teachers at a university in Saudi Arabia. The project aimed at empowering those teachers in their pursuit of Continuous Professional Development (CPD)–specifically, in terms of intercultural learning for and in their classrooms. The participants engaged in reflection on their experiences of and relation to ‘stereotypes’ and ‘reciprocity’ in communication via affective and cognitive engagement activities. The use of dialogic reflective practice constructed a space where systematic meta–reflection of their experiences was utilised. This systematic and intentional engagement in an experience and corresponding reflection on that engagement, allowed them to explore, re–evaluate, and re–frame their affective and cognitive experiences. Overall, the chapter emphasises that this kind of experiential learning can be a viable and constructive method for developing teachers’ understanding of the role and value of IC in their classrooms.