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This study analyzes how a teacher who contributed to extracurricular activities focusing on cross-culture education transformed her understanding of international education. Data taken in three semi-structured interviews was used to investigate: how the teacher who did not specialize in that subject area deepened her interests, and how she herself had improved. This article is about the track of her growth as a reflective practitioner, as well as suggesting the practice of adopting whole school approach to international education as extracurricular activities. In the first interview, conducted before the invitation program started, it was found that the interviewee demonstrated definite improvement in understanding and had a scaffold which was useful in realizing growth. It was important to set up a clear framework as to the concept of the program and to establish it as her base. At the same time, she expected students to transcend their vague images of Afghanistan and create a framework. In the second interview, conducted just after the completion of the program, she expressed positive responses to the practice and also mentioned that the students had gone beyond the framework which they had created. The third interview was conducted a year and a half later after the second one. She eventually pointed out two main ideas: the importance of prior learning and a tolerance for being ignorant. She improved by creating and transcending the framework she had constructed, which was exactly the same process that the students had carried out. From her attitude as a reflective practitioner, enormous possibilities to practice international education can be anticipated. Teachers need to improve him/herself through their teaching activities. Subjective, interactive, and deep learning must be a goal not only for students but also for teachers.