This article examines the relationship between 2 study away experiences--study abroad and service-learning--and the development of a global perspective. Three different studies are presented using cross-sectional and longitudinal designs and multi-institutional samples. The results specifically link involvement in study abroad and service-learning to the varying dimensions of the Global Perspective Inventory, demonstrating the influence such involvement has on student learning and development across cognitive, intrapersonal, and interpersonal domains. The article concludes with a discussion of the results and implications for administrators and practitioners interested in assessing global learning on their campuses.