As part of the teacher exchange, professional development was organised by the Schools of Education at the Universities of Glasgow and Aix en Provence. Teachers were able to look at policy and examples of best practice in both regions. As part of the accredited CPD, the research and data collection tools discussed in papers one and two were presented to participants. This paper examines the ways in which the study days and exchange impacted on the teacher’s work with children using additional languages to the language of instruction. Data was collected from the participants through the use of journals and online discussion forums. Participants were asked to keep a reflective journal that documented their thoughts, reactions and impacts on their classroom practice for the duration of the exchange and enter into subsequent online dialogues. The journal entries and online dialogues were analysed and themes emerged that resonated with the literature on creating culturally responsive classrooms (Neito, 2010). Policy across Europe supports social justice and equality, valuing home languages and inclusive educations. The participating teachers demonstrated a growing awareness of multicultural populations through the exchange, but desired continued dialogue and support for their own classroom practice.