This study examines the ways in which an international teaching practicum influenced participants' perspectives about teaching, learning and schooling, and the ways that these new or changed perspectives materialized in the participants' teaching practice over the course of twelve months. To understand these influences, participants were given pre- and post- surveys that aimed to examine their intercultural competence, and were interviewed at three points in time after the completion of the international practicum. Their TEP supervisors were also interviewed. Findings revealed the ways in which participants made sense of their experiences abroad, and how the program supported (and possibly hindered) their sensemaking. Sensemaking was connected to changes in the participants' global awareness, critical consciousness, self-concept, and empathy. Participants felt that these personal impacts were related to corresponding changes in their teaching practices. They attempted to emulate their hosts, bring global awareness into their classrooms, and described culturally responsive practices and attitudes. Participants also reported that their international practicums influenced their professional marketability, goals, and decisions.