This exploratory study examines Collaborative Online International Learning (COIL) efforts of two teacher educators at Turkish and American universities who co-designed teacher education courses intending to develop intercultural and global competencies among students. Drawing from theoretical perspectives of Global Citizenship Education (GCE) (UNESCO, 2015), global competencies (Asia Society, 2008), and intercultural competencies (Barrett, 2018), the instructors virtually linked the two institutions, co-designed course syllabi and assignments, and promoted virtual exchange with teacher candidates. All students collaborated on two course assignments: 1) Comparative Intercultural Exchange -- creation and analysis of autobiographical videos communicating personal, social, and cultural identities; and 2) Sustainable Development Goals (SDGs) Critical Inquiry -- analysis and presentation of SDG targets at local, national, and global levels. Data analysis revealed five salient themes across American and Turkish students. The findings indicate that students considered the COIL project an affirming experience in developing intercultural and global competencies.