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This case study refers to a French-German exchange project between students of social professions (e.g., social work, childhood pedagogy), which took place in the context of a university collaboration. It offers a reflexive review of study trips to Paris and Berlin, which were part of the collaborative project. The underlying premise of this project is the need to create training approaches aimed at the development of intercultural sensitivity in future social workers. The approach to alterity is considered to be one of the fundamental dimensions of intercultural dialogue. The pedagogical approach emphasizes experiential learning and traveling as a formative experience. The research question concerns the understanding of the formative effects of traveling and is based on the reflexive writings produced by the students after returning from their study trips. The analysis seeks to characterize the different forms of alterity during the experience abroad and to understand how the reflection of this experience by the students contributes to their development. The results point to elements of the process that played an important role in the success of the project. They suggest the need to integrate in the design of projects involving mobility and intercultural encounter methods that encourage interaction and understanding between the groups, in order to overcome linguistic barriers. In addition, the students’ reflection on the experience enables it to become a meaningful educational opportunity.