In this article Lucy Bartholomee describes the many significant benefits that field trips and foreign travel can bring to both students and educators. She strives to build confident, compassionate global citizens who are able to build relationships with people unlike themselves in age, culture, race, gender, or privilege. She aspires toward a pedagogy of empathy woven into the arts curriculum that already exists in classrooms. Taking students on overseas educational trips awakens such sensitivities, yet poses the risk of becoming a superficial tourist experience. It is not enough to vaguely know that un-usual spaces of learning are "better." Bartholomee seeks to tease out what qualities of learning are enhanced, how and why this works, so that as an art educator she can intentionally utilize these strategies in internal and external spaces of learning. In this article, she examines the powerful aspects of living curriculum through experiences outside routine spaces and describes how field trips, European travel, and service projects awakened her students' awareness. She concludes that in this increasingly interconnected world, art curriculum crafted with an understanding of the impact of learning environments can provide an avenue for students to find a secure sense of place and belonging, and develop compassion for the local and global community. By opening the door and stepping out into the world, away from sedentary routines, art educators can provide living curriculum that sets the stage for their students to discover learning that is powerful, meaningful, and enduring.