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Abstract
This article reports findings of a Study in Mexico program and its potential for transforming teacher beliefs and observations about schooling in Mexico. This particular program has been in existence for 17 years; however, findings for this study are limited to data collected during two consecutive summers. The study was qualitative in design, and data collection included interviews, focus groups, and analysis of assignments. Five major themes emerged from the data, each of which supported the hypothesis that this 2-week Study in Mexico program can serve as a catalyst for transforming teachers' beliefs about Mexican schools, thereby validating the potential of this program.