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This study investigated the probable relationship between Iranian EFL learners' language proficiency and intercultural sensitivity. It also looked into the feasibility of enhancing their intercultural sensitivity through actual classroom training. To this end, 36 male and female college seniors were randomly selected from two classes after being homogenized. The participants were required, initially, to complete an Intercultural Sensitivity Scale (ISS).They, then, attended a half-a-semester-long intercultural sensitivity training course and completed the same scale once again at the end of the semester. The data obtained through pre-test and post-test were subjected to some statistical techniques such as the Wilcoxon Signed-rank test and the Chi-square test. The results of data analysis indicated that intercultural sensitivity training promoted Iranian EFL students’ intercultural sensitivity level significantly and that there exists a statistically significant relationship between students’ language proficiency and intercultural sensitivity. This study in turn confirms the possibility of teaching intercultural sensitivity and is hoped, if generalized nationwide, to enrich foreign language teaching. It can also encourage ELT practitioners to give due weight to intercultural competence as a crucial component of modern language education.