Teaching competencies include teachers’ knowledge, attitudes, and skills shaping their teaching practices. Examples of teachers’ practices are those reflecting international mindedness (IM) which is an attitude of openness to and curiosity about the world. This study aimed to explore the relevance of developing IM teaching practices in the English as a foreign language teacher education in Egypt. It involved a range of data sources using a qualitative methodology and case study approach. I collected data using document analysis of university policy, faculty and department websites, and EFL teacher education curriculum to examine how IM teaching practices are framed in the documents. I also examined the perceptions of the relevance of developing IM teaching practices among five teacher educators from the English Department, Faculty of Education, Assiut University using semi-structured online interviews. Twelve preservice teachers (PSTs) participated in an online teacher training programme informed by multicultural and international educational practices aimed to enhance their awareness of IM teaching practices. Data collection from PSTs included online open-ended questionnaire and online semi-structured interviews. I used teacher cognition as a conceptual lens to examine teacher educators’ perceptions on developing IM teaching practices and PSTs’ attitudes to such practices. Findings reveal that there is a recognition of IM teaching practices, albeit implicit, in the documents. Teacher educators also acknowledged the importance of developing IM teaching practices, highlighting the importance of international collaborations and cultural alignment with their local context. PSTs’ findings demonstrate attitudes of openness to and self-awareness about IM teaching practices, potentially reflecting the impact of the training involving pedagogical features of experiential learning, visual content, and reflective pedagogy. Findings are discussed in the light of literature, context of the study, and research questions and objectives. Implications to the theory and practice related to IM teaching practices in EFL teacher education are presented.