This study exemplifies itself as an attempt to bridge theory and practice in developing high school learners’ intercultural communicative competence (ICC) through language teaching. In particular, it aims to introduce the Intercultural Communicative Language Teaching (ICLT) model to teachers through seminars for teaching practice in a high school context. Teachers’ perceptions of the model were investigated via two rounds of interviews and classroom observations. Ten teachers in a high school in the Mekong Delta Region participated in the first stage of seminars and round-one interviews and three continued to proceed to the second phase of lesson planning and teaching practice. Findings from the study revealed a high level of awareness the teachers had regarding the need to integrate cultural aspects and develop students’ ICC. The teachers perceived contextual conditions in their school as favourable for integrating cultural contents in their English lessons. Yet, the urge to abide by the prescribed curriculum and textbooks, and the exam backwash effects appeared to discourage them to confidently adopt a more language-culture balanced approach in teaching. The teachers were also found to wholeheartedly welcome the ICLT model for its values in promoting more weight on cultural aspects and bringing more motivation to learners. The model was perceived as teacher-friendly and highly feasible in their context thanks to its resemblance to the CLT teaching approach that they were familiar with. Heavy workload in lesson preparation, time restriction in the curriculum and teachers’ lack of confidence in their own cultural and intercultural knowledge and skills were found to be key challenges to the teachers’ practice when the ICLT model was applied.