Research findings generally agree that international-service-learning (ISL) experiences may contribute to changes in the self in service learners. However, few studies have investigated how the self is experienced and rediscovered in the process of ISL. The purpose of this study was to investigate how students experienced their own self-becoming in interpersonal encounters with locals during ISL experiences. Seven in-depth, semistructured interviews were conducted with seven college students engaged in a 21-day ISL project in Ghana; their accounts were analyzed using interpretative phenomenological analysis. Three major themes emerged from the data analysis: (1) experiencing a gap; (2) launching out into the deep; and (3) embracing new possibilities. The findings provide a basis for future research and demonstrate the potential of ISL to help students explore and reconstruct their sense of self.