This chapter considers some of the obstacles to integrated learning that arise when experts in the theory and treatment of psychological trauma attempt to share their skills with colleagues practicing in another country. It focuses on a pilot project, a collaboration between the Uganda Counselling Association and the Trauma Studies Center of the Institute for Contemporary Psychotherapy. The project’s primary goal was to introduce eye movement desensitization and reprocessing (EMDR) training that would support enduring commitment to and use of EMDR treatment by clinicians. Using the perspective of Paulo Freire’s Pedagogy of the Oppressed, the authors recount how differences in attitudes toward authority, economic realities, traditional beliefs and practices, if not addressed, impede genuine learning. Recommended are cultivation of a climate of trust and openness, willingness to hear criticism, and attention to the subjective experiences of participants with respect to language, economic realities, customs, and traditional beliefs.