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This study aims to enhance the intercultural communication competence of Chinese language teachers in Lebanon, focusing specifically on the unique challenges and solutions within this context. Employing a qualitative approach, the research gathers data through structured interviews to gain detailed insights into the experiences and strategies employed by these teachers. This method enables a comprehensive exploration of how cultural specificity influences teaching strategies in intercultural environments. Data were collected from a purposively sampled group of six Chinese language teachers in Lebanon, revealing the specific challenges they face and the adjustments they make in multicultural settings. Findings highlight the critical role of culturally adaptive speaking techniques, strategic listening practices, and culturally responsive learning advancements in enhancing intercultural communication. Teachers proficient in applying these strategies not only boost student engagement but also foster an educational environment that values and respects cultural diversity. The study underscores the importance of continuous professional development in culturally responsive teaching methods for educators in multicultural settings. Ultimately, improving the intercultural communication skills of Chinese teachers in Lebanon enhances educational quality and equips students with essential competencies for success in a globalized world.