We explore ways class, gender and race complicate perceptions and experiences of preservice teachers during an international field experience in Honduras. Data were collected over 5 years through observations, group discussions, course assignments, and on-site focus group interviews and post-trip individual interviews. An inductive approach combined with cross-comparative analysis reveal diverse ways class, gender and race shaped and re-shaped preservice teachers' perceptions of self, peers, and host community members. We conclude with a call for international cross-cultural experiences that encourage preservice teachers to critically examine their perspectives, positions in the host community, and learning during study abroad.