The aim of theoretical work is to describe the role of emotions in intercultural teaching based on literature review. In addition to the stated goal, the following concepts of interculturalism, intercultural teaching and teachers will be elaborated. In addition, it will be explored how strategies for the development and Regulation of emotions can facilitate intercultural teaching. The paper first defines the key concepts necessary for understanding the topic in focus, namely culture and interculturalism. The concept of intercultural competencies and the ways in which they can be developed through the educational process are then described. The issue of the implementation of interculturalism in teaching is then elaborated, highlighting key challenges such as the unwillingness of teaching staff and outdated and inadequate curriculum. Furthermore, the role of emotions in intercultural teaching is described. Intercultural instruction must be prepared differently because it is more emotionally demanding as evidenced by literature. A great emphasis is placed on the teacher, who needs to show the ability, emotional maturity and regulation of emotions in order to be able to conduct intercultural classes better. The topic of students in intercultural teaching, which passes from passive to active intercultural teaching, is briefly elaborated. Through teaching strategies such as creating a positive classroom environment, fostering emotional intelligence, socio-emotional learning and regulating emotions, teachers' and students' emotions can be used to improve teaching. Concluding considerations suggest that emotions play a major role in intercultural teaching, in which they represent the potential for developing a better learning experience.