Using the Diversity Contexts in Teacher Education (DiCoT) project as a case study, this paper explores the post- and neo-colonial influences on exchange programs in teacher education between universities in the Global North and South. Through qualitative content analysis of interview questionnaires from seven participants, the study identifies colonial legacies impacting exchange programs, including funding, decision-making, and cooperation levels. Despite these challenges, factors like trust and commitment among organizers helped mitigate negative influences. The findings emphasize the need for transparent communication and strategies to enhance the benefits of such exchanges for all participants. This research contributes to understanding the dynamics of internationalization in teacher education, highlighting the importance of addressing historical power imbalances to foster equitable partnerships.