Yunkaporta's (2009) pedagogical "eight ways" conceptual framework, inspired by Nakata's (2007) cultural interface theory, provided the platform for interpretation of the data in the current study. Here we considered the transferability of the framework to a current initiative in Kenya and its usefulness in preparation for an expansion of that initiative to other developing world countries. The current study considered to what extent the work of these Australian authors, concerned with enhancing the engagement and educational outcomes of Aboriginal and Torres Strait Islander learners in the Australian context, would be applicable in contexts far removed from Australia. This paper describes the context of the current study: groups of teacher education students from the University of Notre Dame Australia undertaking some weeks of teaching in the Aberdare Ranges School in Kenya. As the University seeks to expand service learning opportunities to countries other than Kenya, the research question was: to what extent is Yunkaporta's eight ways conceptual model useful for Australian pre-service teacher education students preparing to work for the first time in a cross-cultural context at the cultural interface? A case study methodology was utilised and data were gathered from students' reflective diaries and individual interviews. Thematic coding was utilised for interpretation of the data.