20 Copyright © 2021, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 2 DOI: 10.4018/978-1-7998-3796-1.ch002 ABSTRACT For decades, researchers and educators have called for the internationalization of teacher education and the infusion of global perspectives into preparation programs in order to better serve all children, regardless of citizenship, location, or status. This self-study of the authors’ own processes and outcomes describes the transformation of two teacher preparation courses to include global competencies and content. Two key concepts, global competence and global competent teaching, were used to frame the redesigned courses. They aimed at helping candidates develop their own global competence and under- stand why global competence is an essential skill for their future students to acquire, as well as foster thinking routines and pedagogical practices to become global minded teachers and guide their students to build global competence. Although the university contexts and courses were diferent, results show commonalities and implications for educators working to internationalize courses in higher education. INTRODUCTION Our world is changing at a rapid rate; the world our students are living in is different from the one in which educators knew as children. In light of these changes including new technologies and increasing connectedness and globalization, scholars and educators have called for more relevant learning and global perspectives to be included in higher education (Gardner, 2007; Reimers, 2009). Moreover, in recent years, global citizenship and competence has gained attention and increased urgency as member states of the Infusing Global Perspectives Into Teacher Education: A Self-Study From Texas and Georgia Minda Morren López https://orcid.org/0000-0002-5973-3466 Texas State University, San Marcos, USA Chang Pu Berry College, USA