The respective benefits of students' participation in mentored undergraduate research (UR) and global educational experiences are well-established, but few studies have explored the combined effects of mentored UR in global contexts, or MURGC. To address this gap, the authors administered a survey to faculty, staff, and study abroad practitioners involved in MURGC across multiple higher education institutions. This study is a qualitative analysis of open-ended responses, including relational, instrumental, and psychosocial mentoring. The results illuminate the need for new faculty development opportunities that focus specifically on integrated mentoring practices, including topics such as perspective-taking, resilience, and community development.