This study explores the integration of international service-learning practices with multicultural teacher education through an autoethnography of how a study abroad experience in Tanzania transformed the authors perspective on education. Findings from the autoethnography indicate that multicultural teacher education should stretch the characteristics for what constitutes a good multicultural teacher to include a world-oriented framework. The findings further suggest that integrating multicultural teacher education with international service-learning has the potential to support preservices teachers development as global citizens.