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Global societal challenges such as the erosion of fundamental democratic values, increasing polarization, and extremism cast special attention on the role of teachers in making students aware of these (global) issues and promoting a globally oriented kind of citizenship (United Nations [UN] 2015). Hence, teachers need to be qualified for this role, and an international debate about how to conceptualize an efficient acquisition of professional teacher competencies in this field has started (see Ortloff and Shonia 2015; Vare et al. 2019; Bergmüller et al. 2021). The project "Global Sense - Developing Global Sensitivity Among Student-Teachers" wants to contribute to this debate. In this project—supported by the European Commission (2021–2024)—five partner universities have developed an interculturally sensitive teacher education training device and are evaluating it together. At the core of the teacher education concept lies an international exchange among student-teachers from the five participating countries on global challenges and how to teach such challenges. In this article, the theoretical background, central aspects of the pedagogical design, and initial empirical findings will be outlined.