College English is a required curriculum for all college students in China so that the ICC as one of the core contents and primary objectives has been a concern for EFL educators and researchers. There is a need to study the teachers of College English curricula since the lack of related researches fails to provide enough convincing findings to reveal the teachers’ understanding, attitudes and experiences in IC cultivation. The College English teachers’ perspectives on ICC can affect the effectiveness of ICC teachers so that the research focuses on probing the teachers’ attitudes, beliefs, experiences and challenges by interviewing twelve EGP teaching from the five colleges in northeastern China. The findings are that although the teachers hold positive attitudes to ICC teaching , their teaching beliefs and teaching practices are not always consistent due to the lack of the theoretical guideline, first hand intercultural experiences and supportive training. There are some suggestions on how to aid EGP teachers to improve their ICC teaching.