The new trends in language teaching theory and practice,as well as the policy reforms in educational field always entails teachers adapting to new role and their revision of beliefs.This paper explores teachers beliefs about their professional roles by means of a holistic qualitative study of teachers of CFL (Chinese as Foreign language) in Denmark.Theoretically,taking the conception of teacher role as a point of departure,the paper exams how foreign language teachers roles have been studied and illustrated from previous researches.The empirical analysis of the study draws mainly from semi-structured interviews of twelve teachers (five native Chinese,six native Danish,and one native English) and non-participant classroom observations of five of them.The results of the study indicate that teachers tend to perceive their roles from the following perspectives: how they teach,the teaching content and objectives as well as their relationship with students.Regardless of their national background,they regard themselves as facilitator,and link their roles as teacher to students active engagement and participation.The study suggests that the intercultural dimension of language teaching brings new perspectives and components to teachers understandings about roles.The paper concludes with discussions about reflections on domains and components in teachers roles in intercultural context and the potential implications into further.