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Cross-cultural experiential learning programs—where student-teachers live and work in cultures other than their own—have become widely accepted as a means of preparing preservice teachers for diverse classrooms. However, little is known about how preservice teachers make meaning from their cross-cultural experiences. This year-long narrative inquiry investigates how one female, White, middle-class preservice teacher made meaning from her experiences student-teaching in a small farming village in the Kasese district of western Uganda. Results from this study indicate that this specific preservice teacher drew upon her prior experiences and dispositions of 1) flexibility; 2) critically questioning social norms, customs, and the purpose of education; 3) and, recurrent and sustained self-reflection to make meaning of her cross-cultural student teaching.