International service learning courses, cultural immersion projects, and international disaster response teams have provided valuable aid, services, supplies and programs to trauma-impacted communities across the globe. Many colleges and universities support global learning and the creation of global citizens, and this ethic is reflected in many educational mission statements. To avoid a tepid humanitarian response to a disaster, it is important for human services providers to critically examine their motivations for assisting so that the result reflects justice, integrity, and cultural competence. This article offers a set of reflective questions for human services providers, cultural immersion curriculum developers, and independent agents to ponder prior to responding to international disasters. We used a qualitative social justice framework to inform and design applied practice recovery efforts. This framework promotes meaningful dialogue for ensuring mutually reciprocal recovery efforts, a goal that will be ultimately more empowering in the long run.