Students participated in a 2-week intensive program in the city of Puebla, Mexico. The experience included university course work, cultural field trips, and teaching and observing in Mexican elementary schools. It also included many opportunities to interact and participate in daily life in Puebla. The study examined changes in attitudes about Mexicans and Mexican Americans as well as changes in teachers' stated beliefs about effective teaching methods. While pre/postattitude surveys did not show a shift, there were significant changes in participant perceptions of teaching strategies for Mexican American students. The results suggest that intensive short-term programs such as this one may not demonstrate improved attitudes; however, they may impact classroom strategy use, and this in turn may have a positive impact on English language learners. This multifaceted experience resulted in rather complex outcomes. (Contains 1 table.)