Promoted by initiatives such as Shared Futures by the Association of American Colleges and Universities (AAC&U) or by the American Council on Education's Internationalization Collaborative, global learning has become an important feature of undergraduate higher education as colleges and universities have sought to enhance and align their curricula to reflect the new skills, knowledge, and dispositions required in the age of globalization. Global learning efforts have ranged from tweaks to the general education curriculum to adding a second language requirement, from introducing a global studies major to a comprehensive curricular approach that institutionalizes global learning in both the core curriculum and the disciplines. Institutions have taken different approaches to this project, and therefore the commitment to global learning in the academy is quite uneven. Nonetheless, engagement with global learning generally reflects the belief that studying abroad, by itself, is inadequate as a strategy to prepare globally competent graduates, that the curriculum should be the principal vehicle to advance global learning, and that all students must be engaged in, touched and transformed by a global worldview. But there are other sites, beyond the curriculum, to advance global learning, and the article discusses the idea of designing campus environments, specifically campus buildings, to advance global learning.