This narrative study investigated the Canadian teacher candidates’ Chinese language learning and their cross-cultural experiences in China related to participating in a three-month study-abroad program between a university in Canada and a university in China. This study focuses on four participants’ Chinese as a foreign language learning, and the findings show that the teacher candidates have not only developed a higher language tolerance for the learners who are non-native speakers of English, but also developed a better pedagogical understanding with regard to how to teach English as a foreign language to non-native learners by learning Chinese and teaching in China. In addition, by studying and using Chinese in China, the teacher candidates have developed an appreciation for the different cultures, which can help them appreciate multi-cultural education while teaching in Canada
