Abstract
In an effort to prepare future educators to function effectively through interdependence in the global community, teacher education programs provide students and faculty members with experiences that foster the development of intercultural understanding (Cushner, MacClelland, & Safford, 2006). Participating educators from these two countries hope to develop intercultural sensitivity and knowledge through a collaboration that includes exchanging information about their educational systems, philosophies, and pedagogical practices. The second stage requires them to discuss and design class activities, appropriate for children's needs, interests, and cultural and linguistic backgrounds, that the college student will implement once the trip takes place.