Although today’s classrooms are culturally diverse, it does not always translate into an equal appreciation of all cultures and perspectives due to global inequalities. Recent scholarships on the supremacy of Global English and interculturality call for a more nuanced understanding of how the ‘intercultural’ operates in ELT. This chapter problematizes ‘intercultural understanding’ in ELT by arguing that ‘understanding’ should not imply the simplification of ideas and attitudes to generate easy-to-grasp and tips-oriented framings of interculturality in ELT. This chapter explores teachers’ perspectives and practices as they are key agents in the reproduction of/resistance to hegemonic cultural discourses. The chapter shows that preparing students for exams and the lack of allocated time for English may force teachers to prioritize language-focused courses rather than developing students’ critical intercultural understanding. This also contributes to the difficulty of constructing counter-hegemonic perceptions and practices when the discourses surrounding English often focus on its instrumentality to the country. This chapter provides practical contextualizations of these insights and how they could be used in language teacher education in the Global South(s). It offers several suggestions for pre-service teacher training to prepare teachers to exercise more criticality in their classes and to support students to develop critical intercultural understanding.