A case is make for the incorporation of an international dimension into the preparation of art teachers. Ways are suggested for integrating global education into a program of teacher education. Research and literature pertaining to the definition of art, the acceleration of interest in global education among art teachers, shared beliefs, student behavior, and the making of an art teacher are reviewed, and implications for the development of global education within the field are suggested. Art exchange programs, international art study, review of aspects of artistic growth, and encouragement of students to join international art organizations are suggested as ways to incorporate international art into the regular art curriculum. (CB)