Students' interactions with student affairs personnel should provide opportunities for students to reinforce their global citizenship, since many opportunities to practice such citizenship are provided in the co-curricular (e.g., service learning, leadership development, negotiation of differences). As such, student affairs personnel need to be able to demonstrate their own global competencies in order to best serve the diversity of students enrolled in universities and to reinforce students' global citizenship. However, global competencies may not be so easily understood or identified. Using grounded theory, this article presents a synthesis of a broad literature review in order to identify and evaluate global competencies that could be applied to the profession of student affairs. In addition, this article illustrates the complexities that may come from determining whether expected competencies are categorized as awareness, knowledge, or skill.