This study seeks to understand critical intercultural communication pedagogy (CICP) and the struggles associated with how to teach intercultural communication from a critical perspective. We explore the nexus of critical communication pedagogy and critical intercultural communication by analysing interview discourses with fifteen self-identified critical intercultural communication instructors across the United States. The analysis revealed themes featuring: (1) embodying accountability in CICP instruction; (2) challenging white supremacy and U.S. imperialism within neoliberal universities; and (3) calling for support on how to teach critical moments. We offer an extension of current conceptualizations of CICP and future directions.