This article presents a case study that examined the perceptions of non-native English-speaking teachers (NNESTs) in relation to their experiences in a one-year study abroad TESOL program in Canada and its potential for enhancing their language proficiency. Sixty-nine novice teachers, originally from China, placed in four different cohorts, participated in the study. Data was collected through self-reported proficiency appraisals using the Common European Framework of Reference (Council of Europe, 2001) scales, completed at the beginning and end of the program, and a reflective assignment completed at the end of the program that centred on if and how the pre-service teachers' study abroad experience helped them improve their English proficiency. Overall, participants felt that their level of English improved by about half a level on the CEFR scales, largely attributing this increase to the benefits of English-medium courses and learning about language teaching/learning. While many participants embraced the benefits of living abroad for their language development, some acknowledged the struggle to take full advantage of the study abroad experience, noting difficulty in building relationships and social networks outside of their first language group.