Global education is needed in American K-12 education, yet few teacher preparation programs (TPPs) provide preservice teachers (PSTs) induction on global pedagogies, and less so in math and science. This qualitative case study explored the use of classroom-based global collaboration (CBGC) pedagogies among 12 science and mathematics PSTs in a TPP. PSTs worked collaboratively with other PSTs and in-service teachers from around the world using various synchronous and asynchronous technology applications to research, answer questions, and construct knowledge and products. Ajzen's theory of planned behavior (TPB) was used to analyze their future intent using GBGC as classroom science and math teachers. Findings indicate that PSTs were mixed in their future GBGC intent, citing low self-efficacy and more opportunities for practice in their TPP.