Abstract: While there is increased emphasis for colleges and universities to globalize students' experiences, there are limited opportunities in teacher education curriculum for international perspectives or experiences beyond readings and discussion for pre-service or in-service teachers. This paper presents experiences of two university professors who organized an alternative spring break in Belize to provide classroom support for impoverished learners in a K-8 setting where children have no electricity, running water, or even sanitation. Data were collected from pre-service and in-service participants through a pre-post survey, focus groups, field observation, and online journaling. Technology use enhanced data collection and pre-trip planning with lesson development with Belizean teachers. Preliminary findings indicate profound understandings in teaching culturally different children despite limitations using technology in an international setting.