Intercultural communication skills are vital for working globally, but access to training is limited in low- and middle-income countries. Online exchanges can fill this gap with flexible, scalable learning. This study assesses an online training program created through a partnership between a Florida University and a Central American University (CAU). Guided by the Theory of Planned Behavior (TPB), this study explored how attitude (ATT), subjective norms (SN), and perceived behavioral control (PBC) relate to behavioral intention (BI) to engage in training. Participants completed a five-module training on intercultural science communication. Fifteen CAU participants completed a TPB-based pre-training survey. Data were nonparametric, so Kendall’s tau-b correlations with a Bonferroni adjustment (α = .0083) were used. All constructs had acceptable reliability (α > .70). Participants reported very positive ATT (M = 4.76, SD = 0.37), high PBC (M = 4.58, SD = 0.50), lower SN (M = 3.82, SD = 0.76), and high BI levels (M = 4.78, SD = 0.33). Strong positive correlation between ATT and BI (τb = .723, p = .002) and PBC and BI (τb = .71, p = .01) emerged. However, regression showed that ATT was the sole significant predictor of BI (β = .78, t = 4.44, p < .001), explaining 60.3% of the variance (R² = .603). Overall, the findings suggest that participants’ intention to engage in the training was driven primarily by positive evaluations of the program and their perceived ability to complete it, rather than by perceived social influence. These insights can inform future intercultural communication program design by emphasizing activities that enhance learners’ perceived capability and clearly communicate the value of the training, while also refining subjective norm measures for subsequent research.