The International Teacher to Teacher Exchange (ITTE) program provides in-service teachers with a professional development experience in which they experience education in another country as an active participant in the life of a hosting teacher. This study examines the fourth cohort of the ITTE, looking at the experiences of three teachers from Texas and three teachers from Costa Rica. Semi-structured interviews and open-ended reflective journal entries were collected from each of the participants in order to determine the participants' perceptions of language, culture, and education. In examining the data, trends were found regarding the participants' views about language, social emotional learning, classroom management, and school structure. Additionally, after participation in the ITTE, participants found aspects of their own they wanted to maintain, as well as aspects of their host country they wanted to implement in their own schools. Through this program, the teachers participated in experiences that led them to critically examine their own perceptions about education and language.