Rather than returning to prepandemic normal, initial teacher education (ITE) must reexamine strategies to instill global citizenship education (GCE) skills in all preservice teachers. This article considers the impact of higher education's neoliberal internationalization context on efforts to provide GCE to preservice teachers in university-based teacher education. Examining study abroad, one prominent example of GCE in ITE, reveals how higher education's neoliberal internationalization practice limits potential transformation. This article asserts that ITE should follow school and community partnership models based on education theories that value diversity and social justice. Theories of boundary crossing offer one approach for reimagining study abroad for GCE in ITE and may have implications for other efforts at GCE for preservice teachers. In this moment, ITE must radically reimagine GCE in response to the generation of students and teachers who know they live in a deeply connected, unjust world.