Research highlights the many benefits of study abroad in higher education with emerging scholarship on study abroad in K-12 education. This paper focuses on how leading study abroad fosters a collaborative, cosmopolitan-oriented, professional environment for secondary teachers in Washington, D.C. Public Schools (DCPS). Theoretically we apply frameworks related to the development of cosmopolitan capital and the formation of collaborative professional communities. Using a qualitative case study approach, we draw on data from interviews, written materials, observations of pre-departure meetings and training, and post-program survey responses. Analysis illustrates several emergent themes: First, educators with previous international experience tend to seek out globally oriented in-service teacher education experience. Second, the majority of participating teachers report leading study abroad experience as beneficial to them. Third, findings show the importance of forming professional communities among global educators. Together these findings signal the unique benefits of study abroad in teacher education and professional development settings.