This qualitative case study examined the perceived impact of immersion language study for pre-service teachers. The focus of the case was a month-long exploratory language and cultural immersion project in Costa Rica. The guiding questions were: what knowledge of teaching literacy do pre-service teachers reflect upon during a linguistic and cultural immersion experience and what connections do they make to their future profession, if any? The researchers solicited elementary education students who completed coursework in literacy methods and were prepared to student-teach. Data were gathered from observations, interviews and daily journals. The participants reflected upon the difficulties inherent in foreign language and cultural immersion; the researchers found applications to future classrooms, students, and communities.