The study described in this article took place in an international consortium type model program. The International Teacher Education Program (ITEP) is a California State University System (CSUS) credential program for elementary teacher candidates who are pursuing teacher certification as bilingual teachers (Spanish). Besides San Diego State University (SDSU), the program's spearhead campus, there are nine other California State University (CSU) campuses that participate, including CSU-Bakersfield, CSU-East Bay, CSU-Fresno, CSU-Long Beach, CSU-San Bernardino, CSU-Sacramento, CSU-Stanislaus, San Jose State University, and Sonoma State University. The purpose of this study was twofold: (1) to analyze biliteracy teachers' "self-reflection" accounts of their significant experiences in an international student teaching setting with respect to teaching elementary students from diverse cultural, linguistic, and socioeconomic backgrounds in Mexico; and (2) to examine cultural and inter-cultural experiences of difference from a global perspective. The five themes that emerged from the study are: (1) "Teaching and Learning from the Heart"; (2) "Cultural Experience of Difference"; (3) "Negotiation of Difference"; (4) "Transformative Cultural and Intercultural Phenomena"; and (5) "Multicultural Inclusive Pedagogy". These five phenomena are explored in relation to the proposed learning outcomes of the participation in ITEP in Mexico and the basic research questions. Accounts of the tensions perceived between the professional responsibilities as biliteracy student teachers versus their own personal beliefs about educating English Language Learners are a central part of the interviews conducted for this study. Respondents recalled experiences that marked their decisions to teach or impart their personal beliefs through their own "hidden" curriculum as their classroom doors were closed each morning.