This study examines the application of the Understanding by Design (UbD) approach to enhance students’ cognitive, affective, and psychomotor learning domains, as well as their intercultural communication competence, in the Introduction to Chinese Culture course. UbD, a curriculum design framework emphasizing deep understanding over rote memorization, employs a “backward design” process to help students achieve a profound comprehension of Chinese culture and its modern implications. Through this approach, students also develop critical intercultural communication skills. The study offers helpful strategies for integrating English language teaching with Chinese cultural education, providing practical insights for curriculum development that bridges linguistic and cultural learning.