The focus of this paper is to illustrate Australian regional pre-service teachers' perceptions of an international practicum: their cross-cultural understanding, notions of privilege and teacher/professional identity development. Findings indicate that there were three overlapping dimensions of cross-cultural understanding for pre-service teachers: distance, friction and flow. At times students acknowledged the value of their placement, yet indicated a lack of empathy and engagement with the culture visited. At other times there was clear frustration at the cultural differences, alongside a growth in awareness. The fullest dimension was where pre-service teachers and their students learnt from each other, signalling a sharing towards cross-cultural understanding. Implications of these findings aim to inform how international practicums are designed in the future, as well as signalling directions for further research relating to these border crossings.