International business (IB) and entrepreneurship education requires students to gain skills for praxis before entering the profession. This chapter examines how learners from Japan and the USA engaged in collaborative efforts in Fall of 2024 using global virtual teams (GVT) to formulate a company expansion strategy targeting two distinct markets-- the Global North and the other in the Global South. The integration of various theories including those of IB and entrepreneurship, as well as marketing and culture, was applied in the collaboration as essential disciplinary learning. This format of experiential learning enabled students to engage with various business functions such as marketing, strategy, operations, and finance, reflecting the intricate nature of actual international endeavors. The GVTs facilitated the cultivation of intercultural competence, adaptive thinking, digital collaboration, and the emergence of leadership, all of which are vital in the contemporary interconnected global economy. The initiative was grounded in constructivist and transformative learning theories, alongside research on GVTs, emphasizing the importance of dialogic, student-led, and context-sensitive learning. The research component of this chapter involved the collection and analysis of student reflections from the US students (n = 20). The reflections suggested that participants cultivated essential competencies aimed at the future, such as resilience, self-efficacy, a global perspective, ethical decision-making, and the capacity to manage ambiguity and complexity in diverse cultural contexts. The results indicate that GVTs, when purposefully crafted to incorporate IB and entrepreneurship, function as both a significant educational approach and a strategic model for equipping graduates. This preparation for praxis enables students to lead, innovate, and collaborate proficiently within varied, digitally influenced, and sustainability-oriented global environments.