The task of preparing future teachers for diversified classrooms is imperative. We aimed to deepen our understanding of the capacity of international teach abroad programs (TAPs) to prepare Canadian teacher candidates to be more culturally responsive in their classrooms. Data were collected using pre- and post-questionnaires, focus groups, and anecdotal notes during a short-term (two weeks) TAP in the Dominican Republic with Canadian teacher candidates. The findings revealed that participation alone is not enough to develop culturally responsive teachers. Candidates must be challenged, supported, and guided on how to positively develop cultural competence in situations where they feel vulnerable, including purposeful mechanisms to intentionally interrupt and challenge participants' positionality. Otherwise, at best, the candidates achieve superficial levels of learning that potentially reinforce biases and privilege.