This thesis is a qualitative study based on interviews with seven teachers who traveled internationally for a Quebec CEGEP over a period of five years for different types of trips including travel as chaperone or for personal and professional reasons and projects.  The study examines the ways international travel transformed teachers and whether this transformation was felt in the classroom.  The impact of travel on teachers is discussed through the lens of transformational learning theory. 

Through the seven narratives we learn that the participating teachers who travelled internationally experienced transformational learning to different degrees.  The degree of the transformation depends on whether the teacher had prior travel experience, the intensity of the trip, and whether the teacher was chaperoning students or not.  Teachers who experienced the greatest transformation while traveling, had the greatest desire to make changes back at the College (although they may or may not have succeeded in making those changes happen for a variety of reasons) and these changes were usually related to furthering international perspectives in the classroom or encouraging travel. A hearty disagreement emerged, through the narratives of participants, about whether it is possible to re-create the same degree of transformational learning in the local classroom and further study is warranted on this finding.