Study abroad experiences provide teacher education programs with an opportunity to immerse their teacher candidates within linguistic and cultural contexts capable of broadening their views beyond their own settings with the hopes of improving their understanding and subsequent teaching of all children. Yet, from a Critical White Studies perspective, these same experiences can reify avoidance or enhance troubling views of children and families outside of the white dominant culture. Relying on autoethnographic methods, this article describes the importance of using Critical White Studies as a tool for classroom teachers as they navigated studying abroad. Autoethnographic study requires in-depth examination of how identity is understood by the self and others. The article examines how the teachers used course assignments focused on reflections, journaling, and follow up interviews and indicated that the teachers began to recognize their racial and linguistic positions of privilege through the use of autoethnographic methods. Recommendations for the utilization of autoethnography as a tool for teacher processing of study abroad experiences are included with specific course assignments and activities.