According to a recent report of scenarios prepared by the National Intelligence Council, the next 15 years will bring significant global changes, including the transformation of the international political system built after World War II, a transfer of wealth from the West to the East, pressure on natural resources resulting from continuing economic growth, and increased potential for global conflict, particularly in the Middle East. Given the growing interdependence among nations as a result of trade, increased communications, and migratory flows, it will be crucial for people to develop the skills to understand and help resolve such urgent challenges. Students need "global competency"--the knowledge and skills that help them cross disciplinary domains to comprehend global events and respond to them effectively. Global competency has three interdependent dimensions. The first is a positive approach toward cultural differences and a willingness to engage those differences. That requires empathy with people with other cultural identities, an interest and understanding of various civilizations and their histories, and the ability to see those differences as opportunities for constructive, respectful, and peaceful transactions. The second dimension of global competency is the ability to speak, understand, and think in several foreign languages. The third dimension involves broad and deep knowledge of world history, geography, and the global aspects of health care, climate change, economics, politics, international relations, and other issues. It also requires an understanding of the process of globalization itself and a capacity to think critically and creatively about complex international challenges, such as the Israeli incursion in Gaza, its antecedents, and its aftermath. In this article, the author contends that colleges are particularly well situated to contribute to the three key dimensions of global education by placing them objectives at the core of their mission.