In this era of inclusion, it is clear that school principals, who live in a context of ethnocultural, linguistic and religious diversity, as well as those who do not, would benefit from developing their intercultural competence. However, how can school principals be more conscious of whether they have developed such competence? Considering this issue, the objective of this article is to present the process of developing a self-evaluation questionnaire on intercultural competence for French-language school principals in Quebec and New Brunswick, consisting of : 1) a review of questionnaires on this competence, 2) the creation of a bank of items, 3) the collection of sources of evidence based on the test content, 4) the development of the preliminary version of the self-evaluation questionnaire, 5) the pre-test and 6) the collection of evidence based on the internal structure. Finally, a preliminary 43-item self-evaluation questionnaire is proposed. The limits of the research and the impact of this preliminary self-evaluation questionnaire are mentioned in the conclusion.