Global perspective-taking involves three critical, developmentally based questions: (1) How do I know?; (2) Who am I?; and (3) How do I relate? As students grapple with these questions, their answers mutually reinforce the cognitive, interpersonal, and intrapersonal domains of human development, highlighting its holistic and integrated nature. Thus, as students develop and enlarge their global perspective, they incorporate intercultural knowledge into their epistemological beliefs and sense of self, which simultaneously influences their compassion for difference and their motivation both to engage in intercultural relationships and to behave in socially responsible ways. The Association of American Colleges and Universities (2007) has highlighted the important role of colleges and universities in fostering global learning, particularly during the undergraduate years. Questions remain, however, about which campus strategies are most effective in fostering intercultural development. In this article, the authors discuss how colleges can influence the development of a global perspective. They present a summary and the results of a research that is drawn from data gathered using the Global Perspective Inventory. The GPI includes sixty-four-items that measure students' development along each of the cognitive, intrapersonal, and interpersonal domains as well as their engagement with the social and academic environment of their colleges. (Contains 4 figures.)