The present study examined preservice teachers' (N=47) perceptions and preparedness to teach for global mindedness and social justice. A phenomenological approach helped the researcher to gain deeper understanding of participants' perceptions of the effectiveness of instructional practices used in a social studies methods course. Of particular interest were instructional practices that preservice teachers perceived as promoting 4Cs. Data collected from discussions, in-class written reflections and feedback from open-ended questions showed that although learners were initially uncomfortable exploring global and social justice issues, they eventually gained essential multiple perspectives. Consequently, this study affirms the importance of using 4Cs in teacher education programs to teach essential knowledge and skills in global mindedness and social justice.