Music teacher education in Europe faces the challenge of reconciling the subject’s widely acknowledged social potential—such as fostering transnational understanding, transcultural learning, and social cohesion—with current realities, including teacher shortages (Aigner 2023), demographic change, growing social diversity, and increasing expectations for schools to promote sustainability and democracy. School internships abroad, which complement the domestic school internships established in teacher education across Europe (European Commission, 2010), promise diverse potential in this regard (Marcus & Moss 2015), such as enhanced capacity for language-sensitive pedagogy and improved language awareness (Cheng & Huang 2023; Habron 2007) and—when accompanied by adequate self-reflection—fostering heightened intercultural competence (Malmberg et al. 2025). However, the corresponding arguments put forth are poorly substantiated. Within the framework of a three-year Erasmus Plus co-funded project, we have been using a design-based research approach (Bakker 2018; McKenney & Reeves 2019; Reinmann 2020) to develop empirically grounded school internship abroad (SIA) formats for music teacher training students (N=10), as well as mentoring tools for their high-quality support. We supported the iterative design development with empirical investigation: (1) initial interviews between students and mentors, (2) documentation of student experiences during the internship (voice notes, photo journals), and (3) final reflection interviews, which also refer to (2). Data collection in the internship cycles (N=7) in different European countries ended in 2025, and publication of all results is planned for August 2026. In keeping with the DBR framework, these include theoretical findings as well as helpful practical tools for conducting and mentoring international school internships, such as conversation guides for mentor and student teachers pre- internship, voice memo and photo journal prompts designed to direct and encourage self-reflection, a checklist for mentor teachers preparing to host a student teacher from abroad, and an info sheet for student teachers to support teaching in linguistically diverse and complex situations.In the panel discussion, we will provide selected insights into our research project regarding the international internships and critically discuss our results against the background of various national as well as educational needs. Each speaker will introduce a key topic, offer empirical and practice-oriented findings from our study, and open up discussion questions. A discussant will conclude the presentation part with his contribution, followed by an open discussion with the audience.Panelist #1 will introduce the topic and the structure of the panel.Panelist #1 will then focus on methodological challenges and benefits of the DBR approach in a large international team of researchers. What needs to be considered from a research methodological perspective in a research team that is diverse (1) in terms of educational contexts in different countries and (2) in roles (teachers, teacher educators, researchers)? How can the DBR framework be designed to be sufficiently open while simultaneously being sufficiently rigid?Panelist #2 will focus on the crucial tripartite collaboration that took place in the international teaching internships. They will highlight aspects of the dynamic relationship between the university professors (music educators), the student teachers and the mentors in schools, within the project’s global contexts. The presentation will cover important parts of the process that include curriculum negotiation, joint pedagogical mentorship and cross-cultural communication strategies.Panelist #3 will next focus on the student-teacher voice, exploring the expectations, values and challenges that arise through participation in international internships. Data from pre- and post-internship interviews are presented and discussed. The tools that were used and/or developed specifically for preparing, supporting and reflectively engaging student-teachers are specifically addressed and contemplated.Panelist #4 focuses on intercultural learning during the school internship abroad (SIA). Pre- and post-internship interviews together with voice memos recorded during the placement provide insights into how the intercultural context shaped student teachers’ learning, how teaching in a foreign language influenced their experiences, and how the SIA contributed to their developing teacher identities. A tool developed from this research to support student teachers in linguistically complex contexts will also be presented for discussion.Discussant #1 will be invited to discuss the findings in the light of national affordances at a teacher education institution. What is necessary for the internship formats and the practice tools identified to be implemented more broadly in teacher training programs in various countries?After an open discussion with the audience, we will introduce the audience to a newly formed network for school internships abroad, through which institutions of music teacher education and general education schools can connect and find resources to facilitate SIAs. Audience members will be invited to participate in the network or learn more, and we will respond to any audience questions.