The development of globalization and integration requires a modern workforce with 21st-century skills, especially intercultural communicative competence (ICC). Thanks to the National Foreign Language 2020 project, the new English textbooks were introduced to Vietnamese students with the hope prepare them for ICC. Research on how EFL teachers explored the new teaching materials has been made, but previous findings show limitations on EFL teachers’ practices in the communication and culture section. Hence, this descriptive research was conducted to investigate EFL teachers’ perceptions and their reported practices of enacting this section. A mixed-method approach was employed to collect quantitative and qualitative data. Seventy-two EFL teachers in the Mekong Delta responded to the questionnaire and seven of them joined the semi-structured interviews. Results revealed various EFL teachers’ perceptions and high levels of agreement on their practices of four dimensions of ICC. The study also suggested further research should look into students’ perspectives.