Research at the intersection of teaching, teacher education, and international school settings predominantly examines pre-service educators' placements in host countries from a critical stance. Moreover, novice teachers who begin their educator professional development in intercultural situations display many parallels to those of pre-service teachers in study abroad teaching programs, and more broadly, to other professionals beginning their careers internationally. In this article, I discuss the literature concerning both intercultural educator preparation and teaching and I assert the need for a critical narrative perspective.