Study abroad has become an important component of many teacher education programs. Through the lens of culturally relevant pedagogy, critical thinking, and educational freedom, this qualitative case study focuses on understanding Hong Kong teachers' perceptions about United States culture and education. Data were collected through in-depth, one-on-one interviews with five Hong Kong educators. The findings reveal that the Hong Kong teachers believe that respecting individual differences, inspiring students' critical thinking, and having freedom to choose how to teach and learn are top priorities in the U.S. However, there are also misconceptions in a few areas. This study not only helps prepare for a multicultural collaboration between U.S. teacher candidates and Hong Kong educators in a study abroad course, but it also aims to contribute to the literature the critical need of understanding unintentional biases and stereotypes that might negatively influence U.S. teacher candidates' assumptions of their students with diverse cultural and linguistic backgrounds.