This paper describes the experiences of non-Indigenous preservice teachers during a 5-week rural cross-cultural practicum in Northern Territory (Australia) Aboriginal schools. The staff at the Education Resource Centre that serves and provides visiting teachers to Yirrkala Homeland Schools expressed a desire to become more fully involved in the preparation of non-Indigenous preservice teachers. This fit well with the efforts of Northern Territory University to extend the school-based teacher education movement to rural schools. Because of the language barrier and Yolngu parents' insistence that their children be taught only by Aboriginal teachers, the preservice teachers had only limited opportunities for face-to-face teaching. Their teaching responsibilities were redefined in terms of joint development of appropriate curriculum materials and interaction with visiting and Aboriginal teachers in a workshop situation where teaching and learning activities were trialed or modeled using negotiation and collaboration. The experiences of the non-Indigenous teacher education students are viewed as a series of border crossings facilitated by resource center staff, negotiating entry with the Indigenous people and seeking the advice of local elders. Excerpts from student teachers' journals and interviews trace the development of cultural hybridization working across a number of binary distinctions, and provide evidence of the influence of Aboriginal worldviews and cosmologies on preservice teachers' social attitudes and pedagogical beliefs. (Contains 28 references.) (SV)