With the global developments, educational institutions play a vital role in fostering cultural intelligence and global citizenship among individuals, including preservice teachers. Despite the plethora of research on cultural intelligence and global citizenship in higher education abroad, little is known about these in the Philippines, let alone their correlation. In light of the globalizing world, the multicultural context of the Philippine society, and the internationalization of Philippine higher education, this investigation is timely and necessary to inform policymakers and teacher education institutions of the Philippine preservice teachers' preparedness to teach in multicultural and global settings. Employing a quantitative descriptive correlational design, this study investigated the relationship between cultural intelligence and global citizenship levels of 316 Philippine preservice teachers using the Cultural Intelligence and Global Citizenship Scales. The results revealed that while the preservice teachers' overall cultural intelligence, metacognitive, motivational, and behavioral cultural intelligence levels are high, their medium cognitive cultural intelligence level necessitates further development. Regarding global citizenship, they scored satisfactorily on global competence and global civic engagement dimensions, whereas they exhibit limited overall global citizenship attributes, particularly in social responsibility. Most ethnic groups they represented were also identified to have high cultural intelligence and average global citizenship levels. Additionally, the preservice teachers' specialization, year level, and overseas experience did not play significant roles in their cultural intelligence levels. Although the preservice teachers' specialization and overseas did not influence their global citizenship, the study found that their year level significantly affected their global citizenship levels. Overall, a positive correlation between cultural intelligence and global citizenship was identified. Aside from implications for strengthening internationalization strategies, such as increasing study abroad opportunities, enriching academic courses, and organizing more multicultural activities on campus, recommendations for further investigations were discussed.