This study explores how virtual exchanges can contribute to global awareness development and, consequently, how the increased global awareness can lead to emergence of global identity among foreign language learners. The participants (n = 84), who were divided into forty-seven virtual exchange groups, met synchronously with international peer(s) from one partner university for six weeks and communicated in a pedagogical lingua franca: English or Spanish. Quantitative and qualitative data from the pre- and post-exchange surveys were collected. Then, statistical analyses were performed based on Likert-scale questions utilizing SPSS and data from open-ended responses was coded using NVivo. The results indicate that virtual exchanges made a significant impact on the development of global awareness among participants. Furthermore, as participants became more globally aware, they demonstrated understanding of being part of the global community and developed a responsibility to act and interact with others in the world.