Dr. Umida Hikmatilla (USA) This study investigates the intricate landscape surrounding the assessment of Intercultural Competence (ICC) in foreign language instruction, a domain fraught with criticism and extensive discussions. Notably, the complex nature of the assessment process has been a primary subject of critique (Young & Sachdev, 2011). The challenges intensify when assessing cultural knowledge at the introductory level of foreign language instruction. Feasibility concerns arise due to the recommended 90% target language use in the classroom by the American Council on the Teaching of Foreign Languages (ACTFL) (Garrett-Rucks, 2016). My recent study explored high-impact practices for intercultural communication practices in foreign language classrooms. Findings suggest that performative teaching promises excellent opportunities for beginner-level students. Community-engaged, project-based, art-based, game-based teaching, advocacy, and Wikipedia projects provide opportunities for intercultural learning and authentic communication. Informal learning activities create endless opportunities for intercultural learning. To address these challenges, innovative technology offers a range of options for self-reflection and assessment. Cultural e-portfolios, multimedia projects, blog posts, and reflections in the target language, facilitated by online discussions and cultural e-learning activities, present viable solutions. This study contributes valuable insights into navigating the complexities of ICC assessment, shedding light on challenges and promising solutions for educators and researchers in foreign language instruction. You will get lots of resources to use in your classrooms.