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Globalization has made the movement of people across national borders easier than ever, and as a result, classrooms in the U.S. are becoming more diverse. International student teaching programs are increasingly being incorporated into traditional teacher licensure programs for undergraduate students to prepare teachers to work in this diverse environment. Utilizing a qualitative research design and comparative case study inquiry strategy, this study examined educator perceptions of global citizenship associated with student teaching in a domestic and international setting. Participants included educators who completed traditional teacher licensure programs at two mid-size public Hispanic Serving Institutions in New Mexico. The study is framed by Critical Cosmopolitan Theory (Byker, 2013), which offers a lens for the development of global citizenship by creating a parallel between the Asia Society’s Global Competency Matrix (Mansilla & Jackson, 2011) onto Paulo Freire’s (1970, 1994, 1998) notions regarding the development of critical consciousness. The findings of this study suggest that domestic student teaching experiences may be an additional solution for developing global competencies in pre-service teachers and highlight the impact of international student teaching experiences. This study adds to the sparse scholarship on the comparison of domestic and international student teaching experiences and discusses implications for international education administrators and teacher educators.