ABSTRACT
Current research suggests that purposefully designed study abroad programs can lead to global competencies in teacher education. While much of the literature calls for greater study abroad participation from undergraduate education students, little research exists to conceptualize how such increases might be achieved. In this narrative case study, we present summaries of written and oral reflection of the theoretical and practical considerations undertaken at one institution to scale up study abroad for education students from an 18% to 38% participation rate in 4 years. Bringing together bodies of research on student teacher placement and preservice teacher study abroad, this narrative case study traces the process of intentionally scaling up study abroad for teacher education from the identification of key components of program design to the practical implementation of multiple programs.
