The chapter provides a comparative study of the impact of short-term study abroad programmes on pre-service teachers' learning in Australia and Japan. The Bachelor of Early Childhood and Primary Education degree students from Australia visited Japan and the Bachelor of Kindergarten and Primary Education degree students from Japan visited Australia. Mezirow's Transformative Learning Theory (TLT) is used as a theoretical framework to conceptualise students' learning. Data was collected via a photovoice methodology, essay writing, focus group and individual interviews. The study explores the disorienting dilemmas and challenges students faced and changes in their views through engagements of various educational and cultural activities, such as visiting early childhood settings, observing children's activity and/or participating in play activities with children, during the study abroad programmes. By demonstrating the impact of the short-term study abroad programmes on student learning and experience, the study provides suggestions regarding how short-term study abroad programmes could be further developed to enhance students' learning as a part of their degree programmes and how students may integrate their study abroad experience into their future practice.