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This chapter describes an effort to internationalize a foreign language education initial teacher certification program through a Quality Enhancement Plan (QEP) grant project that was funded by Valdosta State University. The purpose of the QEP grant was to foster discipline-specific inquiry skills among undergraduate students and to promote the development of global competence. With the guidance of faculty, the teacher candidates who participated in the project conducted a research study that examined teacher beliefs and practices between 18 foreign language teachers from the U.S. and 15 foreign and second language teachers from Spain. The results revealed that both teacher groups share many similar beliefs; however, they diverge in the areas of knowledge and application of language learning standards and the amount of instruction delivered in the target language. The teachers from Spain demonstrated greater knowledge and application of language learning standards, and they also reported spending more time teaching in the target language compared to their U.S. counterparts. Through this research project that took place at home and abroad, the teacher candidates met four global competency learning goals: (1) students investigate the world beyond their immediate environment, (2) students recognize their own and others' perspectives, (3) students communicate their ideas effectively with diverse audiences, and (4) students translate their ideas into appropriate actions to improve conditions (U.S. DOE International Strategy, 2012-2016, p. 6).