In today's era of globalization, international teaching practicums play a vital role in preparing student teachers for the diverse educational settings. It helps foster the development of pedagogical skills, intercultural competence, and adaptability in teaching. Among such programs, the SEA-Teacher Project provides valuable opportunities for student teachers in Southeast Asia to engage in international teaching practice. This study aims to describe the implementation of the SEA-Teacher Project and the challenges encountered by participants. This study employed a qualitative descriptive approach. Data were collected through semi-structured interviews and documentation, including blogs, photographs, and lesson plans, involving five English student teachers, consisting of two outbound and three inbound participants. The findings reveal two key points in this study. First, the implementation of the SEA-Teacher Project, and second, the challenges encountered during the SEA-Teacher Project. The first key findings reveal that the onemonth teaching practicum contributed to the gradual development of participants’ teaching skills. Data indicated that classroom observation, teaching assistantship, teaching practice, and reflective activities enabled participants to become familiar with the host schools’ educational contexts and teaching practices, while also encouraging them to evaluate and adjust their own teaching strategies. Additionally, cultural immersion facilitated by host institutions and interactions with local communities also enhanced participants’ intercultural awareness and appreciation of local cultures. The second key findings reveal that student teachers also encountered challenges related to curriculum differences, nervousness during initial teaching, classroom management, language accents and speech rate, students’ confidence in using English, adaptation to different cultural practices, and adjusting to external disruption. Overall, the program contributed to both pedagogical growth and intercultural awareness among student teachers. This study highlights the need to strengthen observation and teaching assistantship activities, provide more intensive pedagogical and intercultural preparation, and encourage future participants to prepare themselves for curriculum differences, diverse classroom practices, and cross-cultural communication