The Wilderness Education Association (WEA) is increasingly offering more international courses (Williams, 2007). Recent examples of such courses have included courses operating in Taiwan, Japan, New Zealand, Romania, and East Africa. This article compares the ethnographic data resulting from a recent 14 day Wilderness Stewardship Course in Taiwan with the literature on Western instructors working with culturally dissimilar students. The findings echo those of other authors who report that the instructional practices that have been developed by instructors in the relatively individualistic cultures of the U.S. and U.K. may not always be appropriate or seem natural to students from more collectivist cultures (Bailey, 1999; Buckley, Guilleux, Shirk, Bates, & Bates, 2003). For example, Purdie & Neill (1999) speculated that the Japanese youth in their study may have gained more positive results in a Japanese course than the Australian adventure education course they participated in. Therefore, if WEA instructors choose to continue to offer courses to students whose culture differs from their own, then they may need to raise their awareness about how differences in student culture could diminish the effectiveness of the strategies that they have classically employed in Western contexts.