415 Copyright © 2017, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 23 DOI: 10.4018/978-1-5225-1057-4.ch023 ABSTRACT To internationalize the K-12 curriculum and instructional practices, there is an increasing need to pro- vide study-abroad opportunities for practicing teachers. In this chapter, the authors describe the design of a recent Fulbright-Hays Group Project Abroad (GPA) program that offer practicing teachers from different grade levels and content areas the opportunity to bridge their local and global experiences. The intentional design of program activities at the pre-departure, in-country, and re-entry phases is detailed based on research regarding teachers’ communities of practice, teacher change, and the cultural transition framework. In addition to program activities, the challenges faculty directors and participants experienced and the strategies employed to leverage these challenges into learning opportunities are discussed. Recommendations for similar study-abroad programs involving practicing teachers are also provided. INTRODUCTION Providing teachers with authentic overseas experiences is one of the most effective approaches to interna- tionalizing teacher education (Stachowski & Sparks, 2007). Summarizing studies on overseas experiences for preservice teachers, Cushner (2007) highlighted benefits such as developing teachers’ cultural and political knowledge of the host country, understanding of self and empathetic understanding of others, enhancing self-confidence and efficacy, improving intercultural sensitivity, and creating a potential long- Bridging Local and Global Experiences: A Faculty-Led Study Abroad Program for Teachers Ye He University of North Carolina at Greensboro, USA Kristine Lundgren University of North Carolina at Greensboro, USA