Given urgent need for culturally competent early childhood educators and the strategic encouragement by colleges for students to travel internationally, this analysis focuses on the question: What is the relationship between international experiences and preservice early childhood educators' cultural competence? More specifically, three questions were examined: 1) What theories are applied to explain this relationship? 2) What pedagogical strategies are most frequently used during international experiences to develop cultural competence among preservice educators? and 3) What evidence is provided that preservice educators changed (if at all) as a consequence of international experiences? PRISMA analysis of the literature from 2002 to 2016 revealed pedagogical strategies such as immersion and critical reflection led to preservice educators' self-reports of gains in personal and professional growth, cultural awareness, cultural sensitivity, and cultural competence. Faculty using international travel to develop cultural competence should consider engaging preservice educators in higher order thinking assignments before, during, and after international experiences.