This paper describes the work of three universities in three countries involved in reforming teacher education to address this situation. Faculty in each have built a program founded on the belief that international work creates opportunities for teacher education candidates to discuss issues and plan projects from multiple perspectives. The methods involved in this work build experiences and skills that can be used in the future classrooms of these candidates. These efforts recognize that international activities and projects present challenges. Exploring topics and issues of international importance from diverse viewpoints makes such work controversial, and linguistic differences offer the possibility of misunderstanding. These and other challenges, left unaddressed can lead to conflict. Thus there was a recognized need for preparing teacher education candidates competent in dealing with conflict.