The purpose of this manuscript is to report on a successful model for overseas student teaching--one that has withstood the test of time, remains highly popular among teacher education candidates, can be replicated on other campuses, and includes a support network of an international education foundation, collaborating U.S. colleges and universities, and school placement consultants the world over. The Overseas Student Teaching Project, offered through the Cultural Immersion Projects at Indiana University, is a successful model for providing preservice educators with an opportunity to teach and live abroad, and through structured preparatory and on-site requirements, develop the knowledge, skills, and attitudes that enable them to "incorporate a global dimension into their teaching." Characterized by a significant academic component and on-site cultural and community involvement, the Overseas Project has given more than 2000 young men and women the opportunity to examine global and international issues, linkages, and dynamics through their preparatory and on-site experiences. They have stepped outside of their comfort zones and stretched their personal and professional limits in ways conventional student teaching could never achieve. When they enter their own elementary and secondary classrooms, there is a far greater likelihood that they will understand the concepts of "global community" and "interconnectedness," and that they will know what it is like to be an outsider looking in and finding ways to gain acceptance. Finally, they will have had first-hand experience with the issues involved in dealing with differences in language and culture. (Contains 1 table.)