Intercultural competence has taken an important place in foreign language teaching since the communicative competence approach was replaced by that aimed at developing intercultural competence among students. In addition, intercultural competence as one of the most important competencies in a modern pluralistic society is promoted as a cross-curricular topic that all educators should incorporate into their teaching process. The theoretical part of this paper offers an overview of definitions and conceptualizations of intercultural competence, a review of the competencies of teachers necessary for teaching intercultural competence, an overview of how intercultural contents are implemented in foreign language teaching with an emphasis on their impact on the development of intercultural competence among students and a brief description of previous research involving teachers, college students and elementary or high school students, which are related to intercultural competence or the promotion of intercultural content in foreign language teaching. The basis for the development of intercultural competence among students can be seen in the intercultural competence of teachers, teachers’ ability to develop intercultural competence among students and in the adequate initial education for future foreign language teachers. The empirical part shows results of a study conducted on 146 students (of whom a total of 83 submitted an incomplete questionnaire) on educational module of the graduate studies at the University of Zadar, Faculty of Humanities and Social Sciences of the Josip Juraj Strossmayer University of Osijek and the Faculty of Humanities at the University of Rijeka. The research goal was to examine students’ attitudes towards intercultural competence and the implementation of intercultural content in foreign language teaching. The research results show that students have positive attitudes towards intercultural competence and the implementation of intercultural content in foreign language teaching, with the majority of students advocating an integrated approach to teaching a foreign language and culture, and that students consider that the activities such as student exchanges, school trips, excursions, intercultural activities and projects and interactive learning are most effective for stimulating interest in foreign cultures among elementary and high-school students. When it comes to independent variables, there is a statistically significant difference between male and female students, where female students show more open attitudes towards claims about the implementation of intercultural content in foreign language teaching, while for other independent variables (gender, year of study, participation in ERASMUS Programme, familiarity with the concept “intercultural approach”, place of study and foreign language) no statistically significant differences were found except for individual claims in the questionnaire. Based on the results, recommendations for implementation of intercultural content at university programmes aimed at foreign language teachers and for conducting future research on the topic were proposed.