The challenge of cultural diversity in schools implies a recognition of all students and their personal and cultural legitimacy, from the principles of cooperation, solidarity and confidence in learning (López, 2004; Sleeter, 2005). However, intercultural training of teachers is still limited in practice, despite the many existing training materials produced in the last ten years. Intercultural education is a real training need for teachers who demand a practical approach in schools that receive each day a greater number of immigrant pupils, and in all schools. We propose an inclusive intercultural training approach to respond to the different dimensions (cognitive, emotional, ethical, attitudinal, social, procedural and methodological) present in teachers' pedagogical conceptions. In this paper we analyze intercultural training of teachers from a critical review of several recent studies developed in Andalusia (Spain). In our latest study, we interviewed 47 primary and secondary teachers of public schools in the province of Malaga. The results suggest that intercultural training of teachers is scarce, although in schools where there is a majority (or a lot of immigrant students) it is more common, especially in the conceptual and folk dimension. From this, we examine the need to promote inclusive and critical intercultural training.