Teacher attitudes toward English language learners (ELLs) can affect what these students will learn. It has been noted that teachers with personal multicultural experiences are likelier to have a more positive attitude towards teaching ELLs (Youngs and Youngs, 2001). Thus, preparing future teachers is vital. This cannot be solely accomplished vicariously through textbooks or only from an intellectual perspective. Instead, experiences with others are needed. There is value to the method of teaching and learning via lived experiences, as such international experiences are often considered an "essential part of students' preparation for their future." Many teacher education programs include opportunities for preservice teachers (PSTs) to study abroad. Much of the literature regarding study abroad focuses on linguistic gains and cultural understanding as well as the impact on cognitive and affective domains. There is also support for the fact that study abroad experiences can contribute to the preparation of a culturally sensitive teaching force that is knowledgeable about, at ease with, empathic toward, and understanding of culturally and linguistically diverse students. Yet, studies fail to take into account PSTs' experiences as "others" before studying abroad. This is particularly problematic because since students self-select to study abroad it might seem likely that they have an interest in learning about others and thus would be more predisposed to having positive attitudes toward and experiences with diverse people. The purpose of this study was three-fold: (1) to examine PSTs' perceptions of "others" before traveling abroad; (2) to compare them to PSTs' perceptions of "others" upon their return; and (3) to attribute shifts in perceptions while abroad to specific experiences PSTs identified as helping them change their perceptions.