Students must be educated for a globalized, integrated world. Such preparation requires deep knowledge, critical evaluation, and cultural awareness. This is not a new idea among internationalists. What has been rapidly changing, however, is the understanding of how making connections for a globalized, integrated world requires intentional focus on higher level learning. This challenge can be addressed through an understanding of cognitive learning levels, critical thinking, and the examination of socio- vs. non-sociocentric thinking. The authors term teaching to these three essential components global contextual learning. To be successful in global contextual learning, students must be able to reach the higher levels of cognitive learning, while engaging in critical thought in a non-sociocentric way. In order to do this, course design, content presentation, and course assignments and projects must all be consciously created with this goal in mind. In this paper, the literature in these areas is examined, and the concepts are applied to an existing business course and course project to demonstrate how to evaluate whether the course and project are designed to achieve global contextual learning. The rubric described that maps to the course and project learning goals can also be used as course embedded assessment to assess student achievement of the global learning goals.