This study determined the correlates of intercultural competence and leadership skills among 304 elementary school teachers in the Labo West District, Camarines Norte. Anchored on Deardorff’s, Burns’, and Vygotsky’s theories, the research employed a quantitative descriptive-correlational design using total enumeration. Findings revealed that educational leaders generally possess high intercultural competence in knowledge (3.35) and skills (3.50) but scored lower in attitudes (3.23). Similarly, leadership skills were moderately strong across knowledge (3.26), skills (3.17), and attitudes (3.28), with notable gaps in policy familiarity and collaboration. A significant relationship was established between the variables, with the strongest correlation found between leadership skills in the domain of skills and intercultural competence in knowledge (r=.797, p<.01), indicating that deep cultural knowledge drives practical leadership execution. However, weaker correlations in attitude-related areas highlighted a disconnect between valuing diversity and practicing it. In terms of opportunities, leaders prioritized institutional commitment to equity but reported limited access to intercultural exchange programs. Concluding that leaders are technically capable but require deeper attitudinal engagement and policy literacy, the study proposes the adoption of the I-LEAD (Intercultural Leadership Empowerment and Advancement for Diversity) Program. This intervention is designed to bridge identified gaps through policy development, professional training, and experiential community engagement to foster a more culturally responsive educational environment.