The aim of this research is to determine the intercultural competencies of early childhood and preschool teachers. The work sought to examine intercultural competencies of the teachers regarding their experience, age and the length of service in Republic of Croatia. To determine the differences and connections of intercultural competence of teachers, we used the questionnaire: “Self-assessment of intercultural competencies of early and preschool teachers”. Questionnaire included 102 respondents from the territory of the Republic of Croatia. Research results show that respondents aged 20 to 30 have more intercultural competence, than respondents aged 31 to 40 years, while respondents aged 41 to 50 years show a higher level of use of intercultural competence strategies. The development of intercultural competencies is a lifelong process. Intercultural competencies are based on foreign language, mathematical, digital and social intercultural competencies. Intercultural competence of teachers includes a wide range of knowledge, skills and attitudes. It is a task for teachers to transfer intercultural competencies to children in the educational process. The most important attitude for the mentioned intercultural competence is the readiness to overcome stereotypes and prejudices.