The present study aimed to investigate the correlations between preschool teachers’ perceptions of multicultural competence, intercultural communication anxiety, and social empathy (SE) skills. Utilizing a quantitative research design within a descriptive-relational screening methodology, the study involved a randomly selected sample of 400 preschool teachers. The findings, analyzed through a structural equation model, revealed that SE skills significantly predict teachers’ multicultural competence perceptions via the mediating role of intercultural communication anxiety. Two key elements emerged from the analysis: first, intercultural communication anxiety mediates the relationship between SE and multicultural competence; second, the direction of this mediation is significant. The model suggests that teachers with high SE skills exhibit enhanced knowledge, skills, and awareness of multicultural competence, contingent upon their levels of intercultural communication anxiety