This book addresses the following questions from a number of perspectives: (1) what is global education? (2) what does "globally aware" mean? (3) what does it mean to teach with a global perspective? and (4) what must teacher educators do to prepare themselves and their students for an increasingly more complicated world order? After a foreword by Leonard Kaplan and introduction by Jean L. Easterly, specific ways to enhance the global awareness of teacher educators in both higher education and public and private K-12 schools are suggested in the following reports: (1) "'Going Global,' One Teacher Education at a Time" (Trudi A. Osnes-Taylor); (2) "The Many Values of International Teaching and Study Experiences for Teacher Education Majors" (James M. Mahan and Laura L. Stachowski); (3) "New Mexico/New Zealand Faculty Exchanges To Enhance International Awareness" (Elaine Jarchow); (4) "Egypt, Metaphors, and Alternative Perspectives" (Linda G. Lambert and Morgan Dale Lambert); (5) "Preparation of Inservice Teachers for an International Study Experience: A Case Study" (Patricia Betts Roach); (6) "Study of World History in a Multiethnic Classroom" (Diane Sudbury); and (7) "Implementation of Global Education in the Classroom: A Comparison of Swedish and American Educators" (Audrey E. Wright). The concluding essay is "A Look Across the Reports to a Global Horizon: Concluding Comments" (Brad West). Appendices provide excerpts from a global education questionnaire (Sweden) and a listing of selected international education organizations and contacts. (LL)