The aim of a school internship as part of the teacher training program is to promote the professionalization processes of pre-service teachers, through making experiences that differ from their own school experiences and thus promote a reflective process and the questioning of their own ideas of normality. Internationalization is not only understood as the promotion of student mobility through internships abroad, but above all as becoming aware of one’s own normative ideas by reflecting on experiences in diverse contexts. We assume that an internship in one’s own country can also support these processes through a targeted, reflective examination of diversity contexts, what can be understood as internationalization at home. As part of the project Diversity Contexts in Teacher Education (DiCoT) at Universität Hamburg, pre-service teachers can complete their first school internship abroad or as internalization at home. In our study, we investigate how pre-service teachers deal with their internship experiences, what norms they perceive in the context of the internship and how the different ways of dealing with perceived norms can promote professionalization processes. The study is based on narrative interviews with pre-service teachers, conducted after their first internship. In this paper, we present two cases from the reconstructive study and discuss how different ways of dealing with perceived norms can promote professionalization processes through the internship.