This study introduces the Listening to Others' Voices (LOV) project, an empowering strategy in geography education. This research aims to create a dataset detailing the perspectives of negatively stereotyped countries with respect to how their countries are portrayed in geography textbooks and to investigate the pedagogical effects of the LOV project. Preservice teachers in South Korea selected so-called marginalized countries from world regional geography textbooks at the secondary education level and interviewed an ambassador or similar person. It was found that the interviewees hoped to emphasize positive images, such as economic development and a unique culture. In addition, some issues relevant to the classification of current world regions were explored. The participants indicated that they felt empowered in leading the completion of the project and that they understood that geographic knowledge is a social construct.