Introduction <p>Biomedical engineering (BME) capacity is needed in sub-Saharan Africa, and there is growing interest in global engineering among faculty and students. Global BME education partnerships have been described, but there are limited studies describing the outcomes of these education models, especially on student perceptions from both low- and high-income countries.</p> Methods <p>BME projects undertaken by students in the U.S. and Uganda from 2016 to 2021 were cataloged and students were surveyed. Survey results were compared between Duke University and Makerere University students using chi-square tests. Response to open-ended questions were analyzed using the constant comparative method.</p> Results <p>Three partnership models were described: (1) Makerere Initiated, (2) Duke Initiated, and (3) Makerere-Duke Parallel Execution. The survey was completed by 40 students (response rate 53%). Perceived impact was similar and positive for Makerere and Duke students across six topics. Students perceived that challenges were manageable, but there were differences in technology related communication challenges [Duke <i>n</i>=2 (8%); Mak <i>n</i>=7 (50%); <i>p</i> = 0.004] and time zone challenges [Duke <i>n</i>=2 (8%); Mak <i>n</i>=9 (65%); <i>p</i> = 0.0001]. Students agreed that projects were beneficial in developing core engineering skills defined by ABET criteria, although Makerere students more strongly agreed (<i>p</i>=0.04 and <i>p</i>=0.001). Themes included challenges (resources limitations, work interruptions, communication, difficulties with teamwork) and rewards (impact, learning, and relationships). Makerere students expressed concern regarding sustainability of projects.</p> Conclusion <p>Global BME partnerships can provide benefits to students in both high-income and low- and middle-income countries. Global projects can foster core engineering skills reflected in the ABET criteria, particularly when partnerships function in an equitable manner.</p>