University graduates are entering a workforce where global competencies are important; yet, a vast majority graduate with limited international educational experience. The purpose of this basic qualitative study was to describe themes of international educational experiences currently being offered to students of agricultural leadership, education, extension, and communication. The study was guided by Roberts' (2006) model of experiential learning contexts. Interviews were conducted with twelve faculty representing diverse departments of agricultural leadership, education, extension, and communications geographically from the West, Southeast, Northeast, and Midwest. Participants indicated five major themes of international educational experiences: curricular experiences, seminars, interactions with international students, co-curricular and extracurricular activities, and international travel. Overall intended outcomes from cited international educational experiences were global awareness, applying theory to practice, providing on roads for students and recruitment, empathy, meeting demand for global learners from industry, and for them to be "life changing." Recommendations for practice and future research are addressed, as are possible implications for the discipline.