In recent years, the topic of language teachers' intercultural teaching beliefs has attracted considerable research interest. This paper sampled 15 empirical research articles related to foreign language teachers' intercultural teaching beliefs. Through summarizing and analyzing the main research participants and methods of these studies, the review found that there are some limitations in the research participants and methods. Firstly, from the perspective of the research participants, these studies lay emphasis on middle school English teachers, and few studies take into account teaching experience and teaching environment factors. Then, from the perspective of research methods, this review found that most of the empirical studies are mainly conducted in quantitative methods and some research samples are too small to draw convincing conclusions. What's more, there are also some limitations on research instruments. In light of these findings, areas for further research are suggested. Keywords-teachers' beliefs, intercultural language teaching, participants, methods. I. INTRODUCTIONOne of the most important changes in language learning and teaching over the past few decades has been the recognition of the cultural dimension as a key component. As early as the 1980s, our foreign language community realized the importance of cultural learning in foreign language teaching (Zhang, 2007). Since 2000, the national foreign language teaching syllabus and curriculum standards have begun to stress the goal of developing students' intercultural communicative competence, which has raised extensive discussions and research on foreign language teaching in academia (Kong & Luan, 2012; Hu, 2013; Navarro, 2018). As the main participant of teaching activities, foreign language teachers hold different views on intercultural communication competence, and their beliefs in intercultural foreign language teaching are also diverse. In recent years, the majority of studies focuses on