International experiential learning (IEL) has various pedagogical concerns associated with the colonial and racialized lineage underlying its Global South engagements. Drawing on critical race theory, White privilege, and globally engaged learning research as they inform IEL, this case-based study of "northern" participant perceptions of their experiences in a partnership between Habitat for Humanity in El Salvador and a Canadian university focuses on a "catalytic moment" in El Salvador. That is, a unique situation arose which prompted participant women of color (WoC) to share distinct insights and counter-stories from their positions, providing an opening for deeper attention to race for all of the participants and, we believe, for IEL practice more broadly. And in this context, the host partners saw opportunities for IEL participation both North and South to be strengthened through greater diversity in team composition and in associated host-community learning and relationship development.