The lack of support for equitable learning outcomes is a long-standing issue in mathematics education. As there has been significant attention from professional organizations to address issues of access and equity within mathematics education, there has been an emphasis on creating classrooms that are responsive to students' backgrounds, experiences, cultural perspectives, and traditions. However, this is nearly impossible without the ability to first see culture and recognize the backgrounds and lived experiences of others. This study reports on an approach to developing the cultural competencies of preservice mathematics teachers--education abroad--with the notion that as teachers develop a sense of culture, they will have the potential to place it front and center in their instruction. Following one preservice teacher's journey through a semester-long education abroad program, we find that education abroad can positively influence cultural perspectives and philosophies of mathematics teaching.