The author revisits a global citizenship practicum he co-facilitated in 2003. His interviews with former participants show differences in what he and his teaching colleague remember and what students remember, revealing three critical teaching functions for facilitators of global citizenship practicums: fostering autonomy and independence, encouraging critical engagement, and being trusted elders. Implications for student learning and teaching practice extend to any situation where teachers want to cultivate a sense agency, independence, and critical outlook; for when teachers want students to learn beyond the bounds of their imagination.