This qualitative case study investigated the changes in mental models of a group of White, rural and suburban, teacher candidates in a rural midwestern college and their increased capacity to understand race and culture after their short-term practicum experience in Guatemala City. The study used individual written reflections, whole-group discussions, and individual interviews to investigate changes in mental models of educational practices by preservice teachers. Teacher candidates expressed (1) changes in their mental models of schools, teaching, and learning; (2) changes in their personal growth that they expressed would affect their future teaching; and (3) an expansion of their personal worldview and a reduction in otherization of non-U.S. and people who would not be considered White in America. This study finds that short-term international teaching experiences can have a profound impact on how the preservice teachers plan to meet the needs of diverse learners.