Informed about the significance of incorporating intercultural communicative competence (ICC) in EFL classrooms, the reported research on promoting ICC through telecollaboration from the teachers' side has gained limited attention. The present study addresses this gap by exploring teachers' perceptions of telecollaboration and illustrating how telecollaboration promotes EFL teachers' ICC. The telecollaboration project we report here brought together teachers from Indonesia and other countries in the outer and expanding circle for EFL. Based on an intercultural teacher training framework proposed by Lallana and Salamaca (2020), this project involved three Indonesian EFL teachers at state-owned and private schools, along with tandem teacher partners from Belarus, Japan, and Myanmar. As a qualitative interpretative study focusing on the Indonesian participants, a dataset was collected from observations, post-session reflections, and video-recorded interviews. The findings suggest that the participating teachers formed positive views about telecollaboration, wherein they shared transforming beliefs and attitudes towards interculturality in EFL teaching and learning. Further, they embraced the principles of ICC in their current teaching and intended to continue it in their future praxis. Some practical implications of infusing ICC in EFL teaching and learning are presented.