Educators who are collaborating globally identify the potential for student-to-student global interactions leading to deeper understanding of how the world works. This qualitative study explored the phenomenon of online global collaboration through interviews with geographically dispersed K-12 educators. The aim was to understand better online global collaborative practices: how K-12 educators leveraged personal beliefs and pedagogies within the school context; and the subsequent impact on educator pedagogical practices. Findings reveal how educators developed a Global Collaborator Mindset (GCM), identified as having attributes of openness, connection, autonomy and innovation. A model of the GCM is presented, along with implications and limitations.