This chapter describes a research study conducted with preservice teachers in an American university in the Appalachian area of the U.S. Being aware of their mainly monolingual preservice teachers’ limited experiences with other cultures and languages, the authors integrated an internationalization project in a literacy education course in their K-5 teacher preparation curriculum. The analysis of preservice teachers’ reflective narratives used as part of the project demonstrated their increased awareness about linguistic and cultural diversity and a shift from deficit to an asset-based orientation towards diverse learners. This study showcases what the integration of internationalized course design and reflection can afford to teacher preparation programs.