This case study of self-identifying global educators investigated factors that they attributed to the development of their global perspective and how it influenced curricular decision-making. Analysis resulted in seven themes identified by the participants as having attributed to the development of a global perspective: (a) family, (b) exposure to diversity, (c) minority status, (d) global education courses, (e) international travel, (f) having a mentor, and (g) professional service. Additionally, the themes were perceived to influence curricular decision-making by providing strategies and resources. The participants' perspectives have implications for social studies teacher education programs and future research. These implications include the types of instructional methods, themes, and global dimensions that should be addressed in teacher education programs. Future research should focus on issues underlying the nature of global education courses being taught in social studies teacher education programs, the teaching methods being used by graduates of those programs, and further analysis on emerging themes perceived to be critical in developing a global perspective.