How can international politics courses be used to generate global civic engagement? The article describes how experiential learning can be used to stimulate student interest in issues of contemporary, global significance and to build students' repertoire of globally and locally relevant civic skills. It describes how students can become active participants in global movements, such as the antihuman-trafficking movement. I present data measuring the students' level of knowledge about and interest in this issue before and after their participation in experiential-learning projects and document the number and range of civic skills they practiced in conjunction with the projects. The projects spawned a host of cocurricular events and student organizations and fostered ongoing links to others active in these issue areas in the local community. (Contains 3 tables, 2 figures, and 9 notes.)