Educating students about equitable healthcare, resource allocation, healthcare education, health disparities, and their social responsibility as emerging healthcare professionals is essential. Higher education aims to prepare health science students for a globalized world, and traditional teaching methods may not suffice. Although work-integrated learning prepares health science students for the workplace, it only exposes them to equitable healthcare in their local context. However, exposing students to cross-geographical collaborative learning opportunities to discuss access to equitable healthcare across different countries can enhance disciplinary knowledge and understanding. This chapter reports on undergraduate health science students’ perceptions of the affordances of virtual exchange for advancing access to equitable healthcare (Sustainable Development Goal 3.8.2). The study population consisted of fourth-year health science students at a university in South Africa (n = 27) and in the United Kingdom (n = 48). Qualitative data were collected via an online, open-ended reflective questionnaire. Data were analyzed thematically and clustered into four themes, namely, enhanced knowledge of healthcare systems and equitable access, preparing students for the world of work, earning through engagement, and suggestions for improvement. Findings revealed that participating in the virtual exchange learning opportunity enabled participants to develop global perspectives on healthcare, compare and deepen their understanding of healthcare systems, question assumptions, and recognize structural factors affecting progress toward Sustainable Development Goal 3.8.2. Participation strengthened professional skills and generated a sense of responsibility toward equitable care. Participants valued cross-country interaction but suggested that longer sessions and early informal connections could further enhance collaboration.