College and career readiness requires that PK-12 educators provide a global education, yet many educators have had insufficient professional training to address this need. This mixed methods study investigated the impact of international study tours in the development of global-mindedness among educators participating in a Southeastern Massachusetts (SEM) public school study tour program. Additionally, this study sought to understand the importance and impact of study tour activities on extending thinking and views of education and global perspectives. The sample population was represented by 51 participants of two study tour programs. The quantitative study aspect employed a pre-experimental one group pre-test post-test design. The Global-Mindedness Scale (GMS) (Hett, 1993) was administered as a pre and post-tour survey. An additional post-tour Activity Impact Survey (AIS), containing three additional researcher-developed sections, was also administered to obtain data on the impact of various study tour activities. Descriptive statistics and ANOVA were applied to analyze the survey data. Post-tour focus groups were convened and qualitative data obtained were analyzed using inductive data analysis. Finally, quantitative and qualitative data were viewed to identify relationships and themes in determining the impact of short-term study tours on global-mindedness. The GMS dimensions analysis did not reveal any significant changes over time; however, the overall GMS showed significant changes in educators' global-mindedness, though the researcher uses caution applying these changes in practical terms due to the small sample size and non-random sample. Qualitative data revealed extended thinking of educational issues and global perspectives, and revealed that participants perceived particular study tour activities as important. Key findings included the importance of school visits, tour guides, group leaders, reflections, and pre-tour activities. Additionally, new perspectives regarding the host and home countries and increased self-confidence in traveling, sharing content, and interacting with colleagues also emerged. Recommendations from this study include the use of short-term international study tour programs as an effective professional development venue. Finally, the Activity Impact Survey (AIS) survey instrument could prove useful for study tour organizers in developing, planning, and assessing the impact of study tour programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]