This study utilized an online survey instrument to investigate the degree to which former student teachers abroad have transferred, adapted and integrated previous experiences gathered in their student teaching abroad (STA) experiences in semester-long international school, classroom, and cultural settings to (a) positively shape the current culturally responsive context of their U.S. classrooms and (b) enhance the instructional and curricular experiences of their increasingly diverse students. Participants were K-12 teachers who previously completed a semester-long international student teaching experience at a large public university in the Southeastern US from 2002 to 2014. Findings of the study demonstrate that benefits of international student teaching experiences transfer to current practicing teachers as they work with diverse learners in US classrooms. The findings contribute to the research literature regarding the relationship between student teaching abroad experiences and their transference, adaptation, and integration into the classroom practice of beginning teachers in U.S. schools--an area in which research remains sparse.