Increasingly diverse classrooms require educators to examine the appropriateness of teaching practices for certain student subgroup populations. With high accountability for schools to account for student achievement inclusively, a growing interest in culturally responsive practices necessitates more investigation of learning and instruction through a cultural lens. American prepared and experienced teachers who teach in international schools abroad provide an opportunity to delve deeper into situations where a teacher may encounter a collision between their own culture and the cultures of their students and the school's host community. This interpretive phenomenology captured the opportunity to examine the experiences of 15 U.S. prepared and experienced teachers working in international schools in the Asian Pacific Rim region to determine how they experience the acculturation process. Through semi-structured interviews and follow-ups, I elicited rich renditions of these teachers' experiences adjusting to their new school and community environments outside the U.S. Analysis of their experiences revealed four common stages that characterize the teacher's process of adjustment to working in international schools and living in their host countries. Through a recursive analysis process, I also was able to describe how teachers evolved their ways of understanding their work and roles as teachers while also adjusting their worldview.