Developing citizens for globalized and interconnected societies is a priority among policymakers and stakeholders. Yet, educators at all levels—the ones engaging in global citizenship education practices most directly—must navigate complexities and overcome constraints to afford young people access and opportunities to learn global citizenship experientially. As global teacher educators and researchers, the authors are interested in developing and equipping the next generation of teachers with Global Citizenship Education (GCE) as a leverage point for change. This chapter discusses two separate international partnerships in teacher education, one between teacher education programs in the United States and Brazil and one between teacher education programs in the U.S. and Turkey. The authors linked institutions through a virtual exchange called Collaborative Online International Learning (COIL) for both. They utilized technologies to co-design course syllabi and co-create learning objectives, learning tasks, and a culminating project. This chapter begins by orienting readers in the literature that informs conceptualizing our partnerships and discussing decision points of instructors’ choices. Next, the authors provide examples of the technologies and pedagogical practices employed in the partnerships. Honoring the authentic voice of the authors, each provides examples of how students and instructors describe key learning experiences from American, Brazilian, and Turkish perspectives. Finally, the chapter closes with implications for practice for practitioners considering COIL virtual exchange for future global citizenship teacher education international partnerships.