Special Education (SPED) in Scotland was a six-week study abroad program where pre-service special education teachers lived with host families and observed in Scottish schools in the area of special education. The program included coursework in the area of Emotional Behavioral Disabilities and traveling. This study sought to determine the impact of the SPED in Scotland program on students' intercultural awareness, perceptions of educational practices, and awareness of global interconnectedness. Participants took the Intercultural Development Inventory (IDI) before departure and after their return from Scotland. Seventy percent of participants remained at the same level of intercultural sensitivity after the program. Thirty percent moved to a more culturally sensitive view of cultures. In addition, participants wrote weekly reflective journal entries which were analyzed using Grounded Theory approach. Three stages through which students moved emerged from the journals: (a) observation, (b) reflective awareness, and (c) life change. These stages were present across four domains: culture, education, homestays, and travel. Program duration, prior experiences and personal characteristics appeared to influence a participant's progression through the stages. Emotional expressions at times of program transitions were also found throughout the weekly entries. (Contains 2 tables.)