As the school year gave way to summer vacation, a group of 11 Nebraska educators embarked on a 16-day professional development journey to the western Mexico city of Guadalajara. During a two week stay in Mexico, these educators--who were made up of in-service and pre-service teachers and school support personnel--engaged in a structured program of guided school visits, meetings with Mexican educators, Spanish classes, lectures on Mexican culture and immigration, and Mexican family home stays. Echoing a pattern found in locales throughout the American Midwest and South--the so-called "New Latino Diaspora"--recent mass immigration has caused Nebraska's Latino population to more than quadruple between 1990 and 2010 (Hamann & Harklau, 2009; U.S. Census Bureau, 2010). As a result, educators in the state--who are almost uniformly non-Latino--have little to no experience or cultural and linguistic reference points to guide instructional efforts in meeting the educational needs of this new population that now comprises 14.3% of the state's total school enrollment (Nebraska Department of Education, 2011). Indeed, each participant in this program was currently practicing or expecting to work within this burgeoning Mexican immigrant population. The program--known as "Mexican Schools and Communities"--was coordinated as a partnership between a public university in Nebraska and a private religious university in Guadalajara, Mexico, and is an example of a little-known, but growing phenomenon of U.S.-Mexico binational teacher study abroad programs with similar objectives (Alfaro & Quezada, 2010; Hamann, 2003; Sawyer, 2006; Terrazas & Fix, 2009). This article tells the story of these program participants, their time in Mexico, and what they feel they gained from this immersion experience in relation to their work as educators in Nebraska.