Science education has often struggled to determine effective teaching methodologies and learning strategies. One promising field of research has been that of alternative frameworks. The research described in this paper describes how immersion in an unfamiliar environment and culture affected teacher learning, some of the significant experiences which affected teachers functioning in the dual role of learner and teacher, and how the combination of these elements changed the teachers' images of themselves and their values. Included are: a description of the project entitled "Tropical Rainforest Experience" involving a trip to Costa Rica for teachers (as novice learners), six sections which discuss various learning experiences, and a discussion of the implications of these learning experiences. (CW)