Within the teacher education literature, international teaching experiences are lauded as opportunities for teacher candidates to develop multiple perspectives and cultural awareness. The purpose of this study was to understand the experience of 12 teacher candidates who engaged in an international teaching experience in Costa Rica. This qualitative study specifically examined how teacher candidates' experiences with culture during a short-term international teaching experience in Costa Rica shaped their perceptions and practices as emerging culturally responsive teachers. Data sources included: course assignments, focus groups, and interviews. Findings point to teacher candidates' development as emerging culturally responsive teachers by (1) developing a broader conceptualization of culture, (2) developing a new frame of reference on the relationship between culture and classroom learning environments, (3) developing empathy and understanding, and (4) developing culturally responsive practices in US classrooms. The findings have implications for the design of international teaching experiences and their role in developing culturally responsive teachers within teacher preparation programs.