From an early age, especially within educational institutions, children meet members of different cultural groups. While some children react positively to exposure to new cultures, others show negative reactions in the same situation. In order to foster positive reactions and develop a society based on tolerant interaction between different cultural groups, developing intercultural competences in children from the earliest age is needed. Thus, the main objective of the development is appropriate and successful communication in intercultural situations based on one’s own intercultural knowledge, skills and attitudes (Deardorff, 2008). This raises the question of the optimal age in which it is desirable to integrate the development of this competence in the upbringing and education of children. Therefore, the aim of this paper is to examine the potential of pre-school children for the development of intercultural competence. The research involved with children between three and seven years of age enrolled in pre-school education in one Montessori kindergarten (N = 51). Taking into account the developmental age of children, the following qualitative research methods were used in the research: the ‘Persona doll’ method, the vignette method and the focus group method. The above mentioned methods examined the way in which children of preschool age react to individuals from different cultures and how they perceive these situations. The obtained results show that pre-school children show openness and interest in contact with individuals of different skin color or facial physiognomy. Mostly they do not notice the differences between themselves and others based on specific appearance. If children notice any differences, these do not represent an obstacle to socialization and interaction with other children. Such findings point to the principle openness of children to the foreign and unknown, and, consequently, to the potential of pre-school children for developing intercultural competence. It is important to use this potential through systematic integration of appropriate activities and contents into pre-school institutions with the aim of promoting intercultural competence. Such an approach could form the basis for achieving a high level of quality coexistence between individuals from different cultures with an emphasis on tolerance, acceptance and respect.