This study examines whether supporting international educational volunteering programmes (IEVPs) should be a part of teacher education and addresses the learning implications of these activities through autoethnography. The article is based on the author’s self-reflection and conversations with teacher volunteers who participated in IEVPs. The development of teacher volunteers is demonstrated through experimental learning conducted using their diverse volunteering experiences in the field. Furthermore, this article looks at the way that learning became more developed and is then applied as reflective learning beyond classroom teaching in the field of volunteering. The results show that autonomy as individuals and the responsibility and pride of teachers are significant factors that affect learning. Based on these findings, this study indicates that IEVPs are a platform for teacher education where informal learning further develops teachers’ professionalism. Teacher training institutes should look at the possibilities and effects of IEVPs beyond the programmes’ original humanitarian purposes.