This narrative study aims to elucidate how three Indonesian pre-service teachers (PSTs) majoring in the English education department at a university in Indonesia define and understand intercultural competence during a short-term student teaching abroad program in the Czech Republic, Thailand, and Malaysia. The study utilized a narrative approach, semi-structured interviews, self-reflective journals/diaries, and photovoice. Thematic analysis was employed to qualitatively analyze the collected data, guided by Deardorff's (2006) intercultural competence theory. The findings revealed that PSTs experienced significant personal growth, developed their teaching skills, formed meaningful connections with host families, adapted to living abroad, and provided valuable feedback on the program after participating in international teaching programs. The current study may contribute to the pre-service teachers' understanding of how life experiences in international teaching programs can enrich their intercultural competence. The study may also imply that international teaching programs can significantly contribute to the pre- service teachers' professional development and personal growth, enhancing their intercultural competence and preparing them for the complexities of diverse educational environments. Furthermore, the study highlights the need for improvements in program structures to provide more comprehensive pre-departure training and enhance communication between organizing bodies and host schools for a richer and more adequate experience.
