Increased intercultural sensitivity, understanding of global inequalities, and enhanced engagement across communities are imperatives of an internationalization framework envisioning social and ethical change. This study explores the experiences of two minority undergraduates from a Hispanic serving institution located in the Southeastern United States and ranked one of the most ethnically diverse in the region. They were low-income multicultural U.S. students with differing Spanish proficiencies, and they participated in a short-term study abroad program for Spanish in Peru. Visits and workshops complemented class discussions, members of the local and indigenous community led the activities, and the two focal students engaged in race-aware discourses and equity-minded practices. This case study included semi-structured interviews, closed-ended questionnaires, participant observations and coursework. Critical Language and Race Theory and Critical Race Feminism were employed to approach the data. The findings showed how the two participants’ identities and experiences were highly racialized and how they (a) counteracted narratives of discrimination and marginalization; (b) challenged ideological hierarchies denigrating speakers of minoritized varieties; and (c) legitimized multilingual identities and practices of students and hosts. The multilingual and multicultural host community provided opportunities for students to reflect upon and validate diversity and explore antiracist and inclusivity issues.