This article has its origin in the analysis of results of a study in which we examined the development of intercultural competence in a Teaching Spanish as a Foreign Language (ELE) program, used various educational resources, developed content inside the classroom, and highlighted symbols and icons used as models in the teaching-learning process. This program, which belongs to a private university in Bogotá, Colombia, takes a socio cultural approach. The study had a qualitative character, and the tools that were used to collect data included essays written by the students, the ELE program syllabus, interviews, and class observations. Given the demand for learning Spanish as a foreign language and the increasing number of such programs in the country, several pedagogical scenarios have been considered for analysis and put into practice inside ELE classrooms in which the goal is the development of intercultural competence. Among the research findings, it can be stated that a program with an intercultural approach is significant for students who are learning Spanish as a foreign language when teachers are well trained and have an established career; that the role of mediator inside the classroom is essential to the student’s ability to identify and accept her/his own values, peers, and environment; and that a climate of respect and empathy in the classroom leads to the acquisition of intercultural competence.