This paper analyzes the effects of internationalization seen through the Erasmus program in teacher education programs. The study's importance is that teacher training is generally funded for local environments by state systems; subsequently teacher candidates have less opportunity for global curricula. One of Turkey's most vital tools for internationalization is the Erasmus exchange program. Thus, this study focuses on interviews with teacher candidates having international exchange experience and teacher educators involved as program coordinators in their own education faculties. Twelve participants from different teacher training areas at diverse universities were interviewed. The research findings reveal that students' social and cultural skills developed more than their academic competencies and professional teaching skills. Although the program makes an essential contribution to internationalization on both individual and institutional bases; we reveal that course selection problems, difficulties in academic recognition processes, foreign language problems, and the lack of possibility of taking the practicum course abroad have adverse effects on the process. This research addresses knowledge gaps in internationalization policy as teacher candidates, and teacher educators' voices are not heard in such initiatives. The study suggests that education faculties need solid foundations for internationalization efforts.