The globally mobile teacher is a relatively new concept. This article draws on the experiences of seven teachers teaching in international contexts, who are currently undertaking an iPGCE (International Postgraduate Certificate in Education) -- four of whom are co-authors of this article. Drawing on original data from written narratives and online discussions, as well as using collaborative writing as a form of inquiry, we locate these experiences within the field of intercultural education, problematize the notion of global mobility and identify the unique training needs of an emerging breed of teachers.