Abstract: This study investigates Libyan EFL university teachers' perceptions and attitudes towards culture and Intercultural Communicative Competence (ICC) in their classrooms. It also aimed to identify how teachers define, understand and integrate ICC in their classrooms. A sample of 42 language skills subject teachers from Tripoli University's faculties of education participated in the study. A mixed-methods approach using a questionnaire and semi-structured interviews was employed. The findings revealed that teachers hold positive attitudes towards integrating culture and ICC, recognising the importance of integrating culture, cultural elements, and cultural differences for successful communication. However, although teachers' grasp of the concept may be weaker than desired, they possess a general understanding and awareness of ICC. For ICC integration, teachers emphasised students’ engagement, using authentic materials, comparing learners' cultures with other cultures, and real-life situations as essential for developing students’ ICC. Teachers also identified challenges in integrating ICC, including students’ age, limited access to technology, outdated materials, and potential confusion or misunderstanding among students regarding cultural or religious events. Nevertheless, the study emphasises the need for ongoing professional development and support to enable teachers to effectively integrate ICC, overcome challenges, and promote intercultural understanding among students.