This study explored teachers’ understandings and experiences of disability and their views on inclusion as a result of participating in an eight-week virtual exchange (VE) project grounded in Collaborative Online International Learning (COIL) pedagogy. Twelve in-service and preservice teachers enrolled in a Master of Education teacher preparation program engaged in sustained intercultural collaboration with peers from an international partner institution. The COIL experience was intentionally designed to challenge participants’ preexisting beliefs about disability diversity and inclusive education through global teamwork, dialogue, creative inquiry, and engagement with lived experiences of disability. Using a qualitative research design, the study examined how participation in virtual global teams influenced teachers’ understandings of disability and inclusion. It also explored the competencies and dispositions fostered through virtual exchange that prepare teachers to act as advocates for inclusive education. Data from focus groups and project artifacts revealed three interrelated outcomes. First, participants demonstrated significant perspective change, characterized by critical reflection on deficit-based assumptions and increased awareness of cultural dimensions of disability. Second, the collaborative nature of the project supported knowledge building through interdisciplinary dialogue and shared problem-solving related to inclusive practice. Third, participants expressed a strengthened commitment to inclusive and socially just education, evidenced by advocacy-oriented thinking and intentions to transform their classroom practices and professional roles. Accordingly, this study suggests that VE/COIL offers a promising and accessible pedagogical approach for preparing teachers to engage in disability-inclusive and socially just education.