It can be said that self-efficacy perceptions of using the Internet for intercultural communication purposes is a characteristic that can be developed by putting computer and Internet use skills into practice. Before starting the studies to improve this characteristic, there is a need for research to reveal the current situation. The purpose of this study is to examine the intercultural communication competencies and internet self-efficacy of prospective prospective primary school teachers in Kazakhstan in a relational way. In this study, since it is aimed to examine whether these two variables differ in terms of gender and professional seniority by examining the contribution of internet self-efficacy scores in predicting intercultural communication competence scores of teachers, a relational survey model with descriptive method was used. The research sample consists of prospective primary school teachers at two different universities, in which there are different campuses in Taldykorgan, Ural, Almaty and Semey in Kazakhstan in the 2022-2023 academic year. In this context, questionnaires were collected from 261 teachers through face-to-face questionnaires. According to the findings of the study, teachers' intercultural competence and Internet self-efficacy were found to be at a moderate level. Participant prospective teachers' intercultural competence and Internet self-efficacy differed in relation to gender and age. Finally, internet self-efficacy of prospective primary school teachers significantly predicted their intercultural competence.