This study explores how cross-cultural practicums can facilitate intercultural learning in Norwegian teacher education. The qualitative research reported here studies teacher-training students carrying out a teaching practicum in Tanzania. The findings indicate that there are several positive intercultural outcomes for these students. However, by analysing their narratives discursively, the study also finds that many students overestimate their progress towards intercultural competence. This is particularly the case when the students experience significant "cultural clashes", which tend to result in them expressing stronger stereotypes about the cultural "other". It is argued that this is due to how the students have received largely monocultural socialisation. Consequently, this study calls for greater scrutiny of the ideologies that underpin globalisation. Thus, in an attempt to shift the focus away from globalisation's drive towards cultural competition, this study argues for the need to infuse critical and comprehensive approaches to internationalisation into teacher education.