The general premise of the student teaching abroad experience being that it will provide future teachers with experiences that will enable them to interact effectively and productively with the increasingly diverse student population that comprises U.S. schools (Martines, 2005). It is understood that teacher preparation programs must provide effective platforms and settings for pre-service teachers to develop, express, and refine the knowledge, skills, and dispositions that will, collectively, establish their foundational competence as culturally responsive teachers. Toward this end, the student teaching abroad experience is projected to provide a substantive platform and setting for student teachers to engage in a multifaceted, culturally distinct experience outside the United States to develop, and even transform, their professional and personal perspectives, and related knowledge and skill bases. The authors have previously addressed the effects of student teaching abroad experiences. The purpose of the current stage of their ongoing research was to determine the influence of former student teachers' student teaching abroad experiences along three dimensions of their teaching practice within U.S. classroom settings: (a) instructional practice, (b) cultural responsiveness toward diverse student populations, and (c) curricular approach. The research was an extension of the researchers' three previous years of on-site and electronically-based investigations regarding the instructional, cultural, and professional development of student teachers in Belize, China, and Mexico (Jiang & DeVillar, 2011).