Higher education institutions are a place where transformation is a guiding principle. Instructors, as major agents for change, are expected to have qualities that transcend the boundaries of one-size-fits-all. This study, therefore, examined the intercultural sensitivity of university instructors in Ethiopian public universities. It was primarily aimed at investigating their intercultural sensitivity across several major demographic and background variables. A quantitative research approach substantiated with qualitative data was employed for the study. Results show that instructors' intercultural sensitivity in all universities regarding their demographic characteristics and background information, except academic status and gender, were not found to be determinants of sensitivity. Their intercultural sensitivity levels across the dimensions, however, were different among instructors in all universities. Recommendations are made, taking into account the findings and their implications underpinning intercultural sensitivity as the sine qua non for academic prowess.