This diploma paper explores intercultural communicative competence of high school EFL learners, which is nowadays seen as a complex web of skills for communication on the basis of respect, acceptance and tolerance for others. Firstly, some theoretical background information is provided in order to set the framework for the experimental part of the paper. Therefore, culture for the purpose of EFL teaching and learning is defined, along with its importance for that area. How culture is perceived in Common European Framework of Reference for Languages is explained afterwards. In addition, some curriculum issues that are significant for EFL teaching in formal setting in Croatia are discussed, along with the most relevant models of intercultural competence for the framework of this paper and their assessment resolutions. The models are further elaborated on in the model of intercultural competence that was used for the purpose of the research part of this paper. The results of the present study provide valuable insight into intercultural competence of high school EFL learners, which in conclusion is proven to be developed to a satisfying level concerning some of its aspects, whereas others could be improved if necessary changes are incorporated in the future TEFL practice.