Outgoing student mobility in teacher training has, among other things, the purpose of developing culturally sensitive teachers. However, how likely students are to engage in various mobility schemes varies depending on where they are geographically located. International coordinators from teacher training colleges around Denmark tell the same story: The geography of the college highly influences the number of students engaging in outgoing mobility, because geography and the socio-demographic profile of the students is linked. The coordinators describe students in bigger cities, such as Copenhagen and Aarhus, as more adventurous and less tied in family and economic affairs, while students in the outskirts of Denmark are bound up by, among other things, family, property, and a generally more rooted lifestyle. The location of the teacher education, and accordingly the profile of the students, creates different challenges for the coordinators in relation to student mobility. To accommodate these challenges, the coordinators work on developing ‘mobility packages’ that make planning easier and secure access to mobility for all students. Furthermore, my findings indicate that the various coordinators employ different strategies in the process of attracting students to study abroad, such as dividing the students into yes-no-maybe groups depending on how likely they are to engage in mobility. This then influences which students they then spend time on guiding. I draw on data from my Ph.D.-project and I wish to present and discuss findings from interviews with ten international coordinators, and discuss possible solutions and how these aim at changing access to mobility.