The new challenges of teaching foreign languages lead us to deal with areas other than the transmission of language codes. Facing these new challenges, authors such as Abdallah-Pretceille, Blanchet, Byram, Zarate and Neuner, have focused on the study of intercultural competence as one of the possibilities of achieving the goal of education, namely “The understanding between cultures”. Through an action research, it is intended to develop intercultural competence in a group of students, future language teachers. To that end, an action plan is designed to regroup both theoretical visions and the participants’ empirical proposals. This action plan contemplates three specific moments: Diagnosis of a problematic situation in practice; formulation of action strategies to solve the problem; implementation of action strategies. Within these three stages, cycles of activities are proposed. They contemplate the different “knowledges” proposed by Byram, Zarate and Neuner (knowing, being, knowing how to learn, knowing how to do). From this process, five pedagogical strategies for the development of intercultural competence arise: questioning imaginaries, building narrative imagination, mediation in constructive dialogue, the metacognition of a communicative interchange and the reaffirmation of the “self” for the interchange with the other.