This article examines English as a Second/New Language teacher attitudes based on three personal stories and suggests study abroad as a way to foster necessary teacher dispositions. How can a teacher candidate master the array of teacher dispositions required by various sets of English as a Second Language (ESL) and Bilingual/Bicultural Education (BBE) teacher education standards? How can schools of education encourage these dispositions? Would study abroad be essential for these teachers? In this article, ESL and BBE teacher education standards are explored, and stories from personal experience while abroad are linked with mandated teacher dispositions. The reader is asked to consider the possibilities/benefits/advantages of K-12 ESL and/or BBE teachers studying abroad, and the ensuing benefits that would accrue to their students. [This article was published in the "Journal for the Liberal Arts and Sciences," Volume 11, Number 3, pages 39-41.]