A multicultural society is based on respect for diversity, cooperation, and acceptance. The educational system should focus on intercultural action in a culturally diverse society, which requires well-prepared and competent teachers. Teachers should have intercultural sensitivity and multicultural competence to successfully teach in a multicultural society. In the past decades, teacher educators and educational policymakers attempted to implement content related to intercultural education through teacher education study programs and various forms of teacher training. The main goal of the research was to determine the level of self-assessed intercultural sensitivity and multicultural teaching competencies of primary school teachers while placing the research study results in the context of the current literature. The Intercultural Sensitivity Scale was used to collect data on teachers’ intercultural sensitivity (Chen and Starosta, 2000). Teachers’ self-assessed multicultural competence was examined using the Multicultural Teaching Competency Scale (Spanierman et al., 2011). Both scales were back translated into Croatian. The empirical research was conducted on a sample of 127 primary school teachers from Split-Dalmatia and Dubrovnik-Neretva counties. The factor structure of the used scales was determined by exploratory and confirmatory factor analysis. The level of self-assessed intercultural sensitivity and multicultural teaching competency of teachers is analyzed using descriptive statistics. The results of correlation analysis indicate a strong positive correlation between two aspects of intercultural sensitivity and knowledge of multicultural teaching. The results of this study can be used in further research and in shaping educational policies in an environment of cultural diversity.