An emerging imperative for teacher preparation programs is the development of globally competent teacher candidates. Employing a convergent parallel mixed methods design, the researchers analyzed data from Asia Society's Global Competencies (2008) survey, critical reflection journals, course assignments, and field notes of 124 undergraduate teacher candidates enrolled in two teacher preparation courses during three academic years. Findings demonstrate candidates' perceptions of learning experiences and the extent to which the experiences contributed to the development of global competencies. For educators, the study provides examples of cross-cultural experiential learning that contribute to the development of globally competent teacher candidates.