The increasing diversity of the student population in classrooms across the United States demands the adoption of pedagogical principles based on the concept of culturally responsive teaching. This study adopts the notion that culturally responsive teaching only becomes possible when teachers implement self-reflection and critical consciousness. Using a qualitative approach, the authors aimed at examining the effects of an international professional development experience on a group of elementary teachers from the United States and Costa Rica with a focus on their perceptions about linguistic and cultural diversity in schools. The analysis of the interviews and reflective journal entries revealed that participation in an international teacher exchange program prompted participants to examine their personal beliefs about education and question, not only their own instructional practices, but also broader school systems and policies related to language, culture, and ethnicity.