This research, on the one hand aims to reveal the intercultural sensitivity levels of Çukurova University Faculty of Divinity students, on the other hand, it aims to reveal the relationship between intercultural sensitivity and religiosity for the students of Çukurova University Faculty of Divinity. A total of 547 people, 423 men and 124 women, participated in the study. Quantitative research method was used in the research. The collected data were analyzed by independent groups t test, one-way ANOVA an correlation analysis. According to the results of the study, it was determined that the students of Çukurova University Faculty of Divinity had a very high level of intercultural sensitivity. No significant difference was found in the level of intercultural sensitivity according to gender. A significant difference was found in the level of intercultural sensitivity according to the regions of residence of the students. There was no significant difference in the level of intercultural sensitivity according to the place of residence. No significant difference was found according to the grade level of the students. No significant relationship was found in the level of intercultural sensitivity according to the type of high school students graduated from. According to the results of the study, as subjective religiosity increases, the level of subjective intercultural sensitivity increases. There was no significant relationship between intercultural sensitivity (5-dimensional scale) and religiosity. In addition, a low level negative relationship was found between the subscale of interaction engagement and religiosity. As the level of religiosity increases, the level of interaction engagement decreases. A low level positive significant relationship was found between the interaction injoyment sub-dimension and religiosity. As the level of religiosity increases, the level of interaction injoyment increases. No significant relationship was found between religiosity and the sub-dimensions of respect for cultural differences, interaction confidence, and interaction attentiveness.