The main purpose of this study was to examine the impact of international study experiences on the beliefs of prospective mathematicians who are currently teaching at higher education institutions in the country of Jordan. The nature of this study was qualitative. The in-depth interview was the main instrument for collecting data about the participants. A preliminary questionnaire was designed to identify the participants of the in-depth interviews. Ten self selected Jordanian mathematics faculty members were interviewed. The responses of the participants were analyzed using a content analysis methodology.

The overall results of this study showed changes in one of the major categories of beliefs by the Jordanian mathematicians. The mathematicians' international study experiences impacted their beliefs towards the teaching and learning of mathematics. Different international regions had different impacts on the beliefs of the Jordanian mathematicians. Their professional life and social skills were also impacted in various ways. The results of this study did not show significant variations between other categories of commonly held beliefs by the mathematicians before and after their international study experiences.

This study has several recommendations for further investigation of international study experiences. The implications of international study experiences are evident and substantial with regard to the teaching and learning of mathematics. More studies on the beliefs of undergraduate students who complete their studies abroad should be explored, since the level of maturity of students may have an impact on the outcomes of international study experiences.