The social inclusion of immigrants in educational settings poses a significant challenge for host societies, and teachers’ skills for managing intercultural classrooms are becoming increasingly necessary. This study examines how sociodemographic, occupational, and psychosocial variables predict Intercultural Self-Efficacy (ISE) among teachers in Colombia. A total of 315 teachers completed an online questionnaire that collected data on age, gender, type of educational institution, and years of teaching experience, as well as several scales assessing intercultural self-efficacy, prodiversity beliefs, intercultural sensitivity, stereotypical attributions, and acculturation expectations. Hierarchical multiple linear regression analyses were conducted. Overall, teachers perceive themselves as quite capable of managing cultural diversity in the classroom. The regression results showed that teachers’ ISE was significantly associated with lower levels of negative stereotypes and a lower tendency to endorse cultural separation. Age, gender, years of teaching experience, and type of school were not significant predictors. The findings indicate that Colombian teachers’ ISE largely depends on attitudinal factors, such as stereotypical attributions, sensitivity towards diversity, and acculturation expectations that favour inclusion over separation.