This research critically analyzes the study abroad experience of preservice teachers to better understand the potential as well as the challenges of preparing teachers for a diverse, global society. Drawing on critical analysis of both study abroad and preservice teacher education, and incorporating theories of globalization, we interrogate the perceptions of preservice teachers' experience through photo documentation essays (PDE) and photo elicitation interviews (PEI). On one hand, we examine the participants' perception of education practices at the host destination. At the same time, we analyze the extent they are able to use the fresh perspective gained through study abroad to consider systemic inequalities in their home culture related to race and gender as impacting local students, schools, communities and society.