Research has shown that preservice teachers' beliefs are engrained and difficult to change through teacher education programs. Yet work to examine and improve teacher education shows programs can affect beliefs. Many programs use teaching practicums, but this research study examines a different experiential approach, structured language learning experiences (SLLEs), and its potential for enhancing teacher education. Whereas many SLLE studies have focused on monolinguals, this study examines bilinguals along the U.S.-Mexico border. Participants' (N = 70) changes in beliefs about language learning were examined through an SLLE using French embedded in a university course in language acquisition using pre- and post-SLLE questionnaires and focus groups. The results show that participants' beliefs changed during the course, including heightened recognition of the role of anxiety, self-esteem, and introversion/extroversion, while decreasing the emphasis put on intelligence in language learning. Further, the participants showed greater recognition of the relative difficulty of language learning, a belief found resistant to change in previous research. Finally, participants reported that they enjoyed the SLLE experience, it helped make connections with course readings, and it increased their empathy for second language learners. Given the results, SLLEs are recommended as a potential experiential project for inclusion in teacher education programs serving bilinguals.