The purpose of this research is to provide a critical analysis of theapplicability of Deardorff’s intercultural competence model to theinternational exchange activities of primary schools within the EastAsian Confucian cultural context. In order to achieve the researchpurpose, semi-structured interview and document analysis areadopted as research methods. The research begins with inquiring intoDeardorff’s intercultural competence model and interpreting itsimplications for planning international exchange activities betweenprimary schools. As for the analysis of the applicability ofDeardorff’s model to Confucian cultural context, the researchanalyses and summarises previous literature on Confucian notions ofcommunication competence. From Confucian viewpoints, thelimitations of Deardorff’s model are revealed and what it has incommon with Confucian viewpoints are interpreted. The analysis ofthe applicability of Deardorff’s model to international exchangeactivities between primary schools focuses on desirability andfeasibility. The research selects three primary schools with richinternational exchange experiences, and conducts interviews withtheir educational practitioners in charge of international exchanges.International-exchange-related documents (including result reports,teaching materials, worksheets, journals, reflective writings, andfilms of activities) from four primary schools (including the threementioned above) are collected and analysed. The research resultsindicate that Deardorff’s process model is applicable to planninginternational exchange activities of Taiwan’s primary schools, and itscompetence components are desirable for the needs of internationalexchange. However, the maintenance of interpersonal relations andmanners emphasised in the East Asian Confucian cultural context areoverlooked and should be included in the model. Furthermore,because the attainment of some competence components isconstrained by primary students’ cultural background knowledge,cognitive development and foreign language ability, teachers’systematic intervention and instruction are necessary to promotestudents’ intercultural competence.