World dilemmas such as poverty, immigration, globalization, technology, transportation, and transnational endeavors define the notion of "global village" in the same way that multicultural populations currently in all nations are described. No longer are nations as homogeneous as they were even a decade ago. In classroom settings the study of international education is similar to teaching with a multicultural perspective in terms of an emphasis on inclusiveness of diverse populations and world justice issues. Ideally both areas of study are woven throughout curriculum and highlighted in specific lessons. Yet, key distinctions separate international education from multicultural education. As a field of study international education binds key theories, values, and events so that a foundation of global dilemmas is manifested as an action on the world. Although much has been written about the need to merge global perspectives in education, few scholars and practitioners have conceptualized how to integrate the study of international education as a curricular focus. This article presents leading discussions and literature in an attempt to identify the needs, challenges, and priorities of internationalizing teacher education. Four themes are offered: (1) International Education in Teacher Education: Rationale and Definition; (2) Internationalizing an Interdisciplinary Knowledge Base; (3) Global Networking: Concepts and Practice; and (4) International Student Teaching Options: Themes and Insights.