This study reports on the impact of international visiting faculty’s teaching experiences in the United States on their personal, professional, and intercultural development. It is based on the principles of qualitative research and can be described as a case study. Data collection involved a questionnaire, a written narrative, and a semi-structured interview with each of a number of teachers. Participants included a group of 22 visiting faculty. Three main categories, each of which can be subdivided into benefits and challenges, emerged from the analysis: intercultural matters, professional matters, and personal matters. A wide range of benefits was identified, suggesting that the participants adapted to new life styles, became more mature, obtained a deeper understanding of themselves, reaffirmed their own educational values and philosophies, raised cultural awareness, became more flexible, and developed attitudes that involved tolerance and respect. Conversely, visiting faculty reported that they faced challenges related to language barriers, interaction with native speakers, classroom management, lack of support from school administrators, and separation from family.