This study was designed to provide a rich description of the changing perceptions student teachers had about increased personal growth and enhanced global awareness as a result of teaching placements in foreign countries. The study included an examination of research on the impact of international student teaching (IST) experiences, description of two different IST programs (one at a university in the southwest, another at a university in the midwest), and comparison of the impact of an in-depth international experience on four students according to assigned international setting (host/international schools or Department of Defense Dependent Schools). For the data on students the study used autobiographical data, student teacher journals, student teacher reflections, "infograms," pre- and post-interviews, and on-site participant observation. The study concluded that student teaching experiences in international settings have the potential to change the way beginning teachers think about themselves, curriculum design, and teaching strategies. In addition, this study found that reflective essays were important for student teachers in developing greater awareness of themselves as teachers and for increased awareness of cultural differences in school classrooms. It is concluded that the international experience could promote world knowledge, understanding, and a sense of cross-cultural interdependence. (Contains 23 references.) (JB)