This theoretical study uses the context of the writer's personal encounters in Malawi, Africa, to propose a conceptual model for creating diverse field experiences based on best practices in critical pedagogy, service learning, and the underpinnings of transformational learning theory, for the purpose of increasing the probability of meaningful and sustainable personal growth that impacts classroom practice over time. The visual framework proposed illustrates the overlap and the unique qualities of these three often-used perspectives for building cultural competencies for teachers and makes the case for incorporating all three when designing experiential learning opportunities with recommendations for how to do so.