A review of the literature underpinning mathematics education illustrates that in order to achieve an equitable mathematics education, we must consider other methods of preparing mathematics teachers--methods that encourage identity development, specifically cultural awareness and open-mindedness as two key facets of this construct. This study describes and interprets a preservice mathematics teacher's identity development during a semester-long mathematics-focused education abroad program. Findings suggest that we can foster alternative visions of identity--ones that have a better understanding of culture and a greater sense of open-mindedness--through participation in such culturally-rich international programs. [For the complete proceedings, see ED629884.]