In the context of increasing interest in international teaching practicums, this study investigated the perceptions of Australian pre-service teachers, Chinese mentor teachers and Chinese school students vis-à-vis an international teaching practicum in Anshan, China. Utilising a case study design and thematic analysis methods, the authors critically investigate how the participants from Australia and China perceived the benefits and challenges associated with that practicum. The analysis draws on data from pre-service teachers' reflective reports, mentor teachers' interviews and local student questionnaires. The data show that this international teaching practicum was a mutually beneficial and valuable experience for all participants. However, the study revealed challenges and tensions with respect to the meeting of Australian and Chinese educational systems because of their very different social and cultural contexts. Recommendations are made for improving the experience of all participants in international teaching practicums into the future.