This study presents some of the results of the project "Training and Development of Intercultural Competency of Teachers in Virtual Enviroments", carried out in ten Colombian Caribbean higher education institutions (HEI) offering virtual programs.It was performed in three steps: 1-diagnosis, 2-training, and 3-analysis of the pedagogical practice.The article shows third-stage results of six cases corresponding to teachers who had participated in the two previous stages selected.The study used a qualitative approach based on a cooperative action research design.The stage here reported aimed at analyzing and assessing virtual teachers' practice in virtual learning environments.Data were collected from each case's Virtual Learning Environment, and they were analyzed by using documentary analysis of the teacher's pedagogical practice.This analysis was performed by the participant teachers, the researcher, and an external expert.Results show a changing process of intercultural conception both in the design and in the implementation and evaluation.In order to overcome some weaknesses observed, it is necessary to train the teachers not only in the intercultural education but also in topics such as curricular design and educational technology.