This article examines the influence of participation in a college course infused with global citizen-related curriculum on antecedents, identification, and outcomes of global citizenship. Students completed measures regarding global citizenship at the beginning and end of a college semester. Global-infused curriculum was operationalised as the number of words related to global citizenship contained in course syllabi. While controlling for student ratings at the beginning of the semester and measurement error, global-infused curriculum predicted students' global awareness at the end of the semester. Global awareness predicted students' identification with global citizens, and global citizenship identification predicted endorsement of prosocial values. The results highlight the importance of global education to raise global awareness and engender students' global citizenship identification and related prosocial values.