Transformatives Lernen durch internationalen Austausch fördern

International exchange programs intend to foster the professional development of early childhood education and care (ECEC) staff. International exchange programs include stays abroad, field visits, and blended learning activities to enable transformative learning experiences. This mixed-method study evaluated an exchange program between professionals (N = 29) from The Netherlands and Germany. We examined whether and when transformative learning takes place during such a program and how the participants subsequently evaluate the program in terms of opportunities for exchange and reflection. We triangulated the qualitative and quantitative data from document analysis, participant observation, and an online survey. The results show that the participants develop an awareness of cultural differences and patterns of explanation and understanding for these differences but rarely adapt them to their professional beliefs. Overall, ECEC professionals seem capable of, but struggle with, transferring their learning experiences to their own practice. Based on our findings, we discuss how best to promote transformative learning and what this means for exchange programs.