This study of three female preservice teachers who took part in a practicum teaching experience in Mexico focused on what the students learned, how they met the challenges of the experience, and how the experience affected their personal and professional lives later. This qualitative study used interviews with each student and observation field notes to investigate the relationships of the preservice teachers with their elementary school students and the Mexican cooperating teachers. Key changes in students views were identified. The students learned what it means to function in a new culture without language fluency and without familiarity with the standards for behavior. Students also gained significant insight into their own prejudices related to Mexico and Mexican people, and they gained empathy for those who have to function in a new culture. Students left the program thinking that they would use the new insights as they developed ideas for teaching and for advocating for Hispanic children in their classes. Students comments revealed some profound growth in self-awareness about their own vulnerabilities. Most important to their future as teachers was their discovery that Mexican children were bright, capable, and working at grade level in spite of very limited school, family, and financial circumstances. (Contains 26 references.) (SLD)