"This study examined the Intercultural Communication Competence (ICC) of teachers and students at a Catholic school in Timor Leste using Zhong et al.'s (2013) developmental model. Employing a mixed-methods design, data were collected via the ICC Self-Rating Scale (ICCRS) survey, focus group discussi ... ons, and non-participant observations. A random sample of 68 teachers and 206 students participated. Quantitative data were analyzed using mode scores across eight ICC subcategories, while qualitative data underwent thematic analysis. Results showed key insights into participants' confidence and abilities, with over half of the participants being women and teachers having more international experience than students. Classroom interactions were classified into five engagement types: unequal, language, response, knowledge, and cultural. These findings informed the creation of a new contextual model and policy framework to enhance intercultural communication. This research highlights the significance of theoretical frameworks in assessing ICC and the contextual environment of participants." (Abstract) more