Erasmus student experiences currently seem to be closely linked to the neoliberal common sense, meaning that market-oriented motivations and consumerist behaviours can often be found in students' discourses and experiences. With this point in mind, in this qualitative inquiry, we focused on how a cohort of prospective English language teachers constructed their Erasmus experiences. Upon analysing a qualitative set of data, we argued that the participants constructed a polydimensional Erasmus experience marked predominantly by neoliberal elements, interspersed with discernible critical facets. We, then, offered recommendations aimed at ensuring a more balanced and transformative Erasmus experience for prospective English language teachers.