This study explores the experiences of 34 US social studies teachers who participated in a cross-cultural professional development in South Korea, and the impact of the programme on the participant teachers' perceptions and practices of global education. Drawing upon a postcolonial lens, this mixed-method study takes a critical look at (a) how social studies teachers who mostly had limited previous knowledge of and experiences with the host country experienced cross-cultural learning and (b) how the teachers' experiences were applied to their perceptions on global education and actual curricular and pedagogical changes in the classroom. The findings of this study provide solid empirical evidence on the possibilities and limitations of such international professional development, particularly in non-Western contexts, and discuss the implications on global teacher education.