This paper addresses interculturality in (language) classes from a decolonial perspective. The aim is to contribute to discussions about a decolonial stance in language teaching by reflecting on the role of the teacher in this process. Based on my reflections and observations as a teacher and teacher trainer, I discuss how a decolonial stance on the part of the teacher can lead to the deconstruction of pre-existing patterns and, consequently, to a learner-centered learning, closer to the student’s reality. To this end, as well as revisiting and discussing basic concepts related to the topics, like culture, interculturality and decoloniality, I bring practical examples that teachers face in the classroom, especially from textbooks. Although my perspective is the class of German as a foreign language, I believe that the reflections presented here are valid for all disciplines and are relevant for teacher training as a whole. Since teachers are not always aware that they can—and should—constitute resistance and opposition to colonial postulations that are ingrained in our society, as well as being a tool and incentive for a different world, I discuss some notions of decolonial thinking in order to encourage this new look at learning and a new attitude towards the globalized and intercultural world in which we live.