This study aims to investigate the pre-service teacher's teaching practicum using authentic videos in teaching writing to stimulate the students’ knowledge of Intercultural Communicative Competence. This study applies autobiographical narrative inquiry methods to present the findings. The data are based on the researcher's diary before, during, and after teaching practicum and supported by artifacts in the teaching practicum programs. The results indicate that the researcher gains some knowledge in college before finally being able to stimulate Intercultural Communicative Competence in high school students. After being able to stimulate the knowledge of Intercultural Communicative Competence, the researcher does reflection on herself. The researcher discusses the knowledge about social differences and their principal markers and the knowledge about social interaction activities in a country through authentic videos. The authentic videos give the high school students motivation, real language, and authentic look at a culture of a country. Moreover, the researcher focuses on the strategy of teaching writing by implementing teacher feedback and peer collaboration. The result also shows that the researcher also faces some challenges while stimulating Intercultural Communicative Competence using authentic videos in teaching writing. However, the researcher also finds out solutions to overcome the challenges. This study has implications for future pre-service teachers that they can use their prior knowledge to stimulate Intercultural Communicative Competence in teaching writing.