This paper uses scaffolding theory to examine structures surrounding Norwegian preschool student teachers on placement in India. Through a case study involving a teacher-training programme in Norway, we explore the extent to which learning outcomes from international placements in a foreign cultural context depend on scaffolding structures. Using the categories of 'embedded scaffolding', 'contingent scaffolding' and 'reciprocal scaffolding, we discuss and analyse the different ways in which such scaffolding structures emerge in the case study. We argue that in order for student teachers to optimise their learning potential, a substantial level of scaffolding is crucial during placements abroad and show that this scaffolding can, to some extent, be achieved through support by a more capable peer. The paper, however, concludes that supplemental professional guidance is required so that student teachers neither develop stereotypical impressions of the host culture nor are overwhelmed by the new cultural context they encounter.