Teacher education programs and teachers' own lives in the relatively homogeneous communities of the past have hardly equipped them to assist their students to become interculturally sensitive, global citizens. This study compares the levels of intercultural sensitivity of secondary school teachers in four Hong Kong schools using the Intercultural Development Inventory (IDI). Findings indicate unique IDI profiles at each of the four schools in the study and a wide range of IDI scores at each school. Implications of the findings provide the basis for recommendations for the professional development of teachers in these schools. [Copyright of Intercultural Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/14675980701327247]
