Intercultural narrative competence of foreign language teachers at primary and secondary schools denotes their ability to abstract the values of Chinese narratives, and generate then tell Chinese stories by using specific narrative skills in international educational exchanges and everyday teaching practices. This composite skill set is underpinned by ethical considerations which are externally manifested through adept story analysis and text generation using sophisticated storytelling techniques. It internally comprises political acumen alongside professional expertise bolstered by media literacy. Nurturing this competence necessitates strategic planning, tailored training objectives across various teacher tiers, and fostering an international interdisciplinary collaborative faculty dedicated to honing these skills through integrated classroom instruction, utilizing resources such as the Understanding Contemporary China series of textbooks.