Second, if the intercultural component of the Bilingual Intercultural Education Programme (PEIB) is to be implemented successfully, all teachers need further tools and competencies to develop the intercultural competencies of their students. It would be important to develop a larger strategy and to incorporate and strengthen the intercultural component in both initial teacher education and professional development for in-service teachers. Third, Chile should consider giving Indigenous communities more autonomy to develop and implement their own pedagogical projects.