In recent years, teacher education programs across the country have worked to increase the focus on global competency among the skills needed for a beginning teacher. For the purposes of this study, global competency is defined as, "a body of knowledge about the world regions, cultures, and global issues, and the skills and dispositions to engage responsibly and effectively in a global environment" (Longview Report, 2009). This increased focus has resulted from a heightened understanding that America's youth need to be taught by teachers who are able to "cultivate in young people a perspective of the world, which emphasizes the interconnections among cultures, species, and the planet" (Chapman, Becker, Gilliom & Tucker, 1982) and a call from many state departments of education to create initiatives designed to support and increase global education in the K-16 public school system. Many teacher education programs are working to provide study abroad experiences as a critical component of their programs. The efforts to incorporate a global dimension into an already crowded teacher education curriculum can be a challenge. The result is that many study abroad programs designed for teacher candidates last, by necessity, only a few weeks. Research on the effectiveness of such short-term experiences is mixed. The purpose of this study was to determine whether or not a short-term study abroad course, taken during preservice teachers' undergraduate program, had any lasting professional or personal impact once they become teachers.