This article explores international student teaching (IST) within the narratives of a prospective language teacher from the midwestern region of the United States. With a focus on one participant, the case study highlights significant factors that relate to the IST experience in Ecuador. A corpus generated from verbal protocols collected over a 1-year period in the United States and Ecuador was studied. With the application of descending hierarchical classification, a factor analysis of the correspondences, and the interpretation of participatory ethnographic observations, five lexicometric classes were identified. The findings reveal the centrality of peer groups in student teaching abroad. Important reflections underscore growth or changes in the areas of language, identity, and worldviews. The peer circle in the foreign community plays a significant role in shaping the access to different worldviews, criticizing local practices, and contrasting everyday living. (Contains 2 figures and 4 notes.)