Today's college graduates are entering an interconnected world in which globalization will affect nearly every facet of their lives. In turn, college and university mission statements increasingly include the intent to educate "global citizens" among their fundamental commitments. Yet U.S. students' global knowledge and understanding remain strikingly limited--if anything, they appear to be in a state of long term decline. According to Derek Bok, the United States bears "the dubious distinction of being one of only two countries in which young adults were less informed about world affairs than their fellow citizens from older age groups." If the need for globally aware citizens will not wait for institutions to change and evolve, how do we meet these challenges and deliver on the promise to prepare students for productive lives and responsible citizenship in an increasingly transnational future? This question informed the creation of "Global Challenges," described in this article as a collaborative curricular initiative launched in 2006 by the American Democracy Project of the American Association of State Colleges and Universities (AASCU). Produced by a cohort of faculty from eleven affiliated institutions and offered in a variety of forms on more than twenty campuses, Global Challenges offers a new approach to global teaching and learning that is engaging both students and faculty in promising new ways.