Without intercultural communication skills, an unbalanced power-dynamic will continue to affect the success of individuals, organizations, and societies in the global market. The COVID-19 crisis has revealed an urgent demand for virtual learning opportunities for working professionals. This instrumental qualitative case study documented the experiences of a group of international working professionals participating in a virtual international business English training. Drawing on intercultural communicative competence and experiential e-learning models, the study documented innovative practices designing and implementing the training, the experiences of the working professionals who participated in the training, and how the training enhanced the working professionals' intercultural communication skills. Data collected included online questionnaires, artifacts, videoconference interviews, and the research journal. Data analysis for the study followed Braun and Clarke's (2006) thematic analysis process. As a result, dissertation findings identified innovative practices for designing and implementing a virtual international business English training program for working professionals centering attention on intercultural communication. The study bridged the gap between existing knowledge and instructional practices in teaching English to speakers of other languages. Incorporating experiential learning was a novel insight into improving the theoretical models utilized in the study. Learner confidence as an important factor in improving language and intercultural communication was another notable finding. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]