This study investigated the influence of cross-cultural learning experiences on Korean preservice social studies teachers' global perspectives development. Social studies preservice teachers in a large woman's university in Korea participated in a cross-cultural learning course, which focused on critical understanding of globalization and global economy, in the United States. Building an insider-outsider research team, the researchers conducted participant observation, interviews, surveys, and documents analysis. Data indicates that the preservice teachers showed increased understanding of global economy and critical issues of globalization, acquired worldmindedness and broadened perspective to reflect cultural, national, and global identification, and heightened confidence in teaching multicultural/global education as a result of the program. However, the participants expressed lack of consciousness of the legacy of imperialism on their knowledge and worldview, limited concerns on pedagogical reform, and passive and inactive attitudes during the program.