America’s comparative geographic isolation from the rest of the world has led many of its citizens to lack global intercultural capabilities, as exemplified by high rates of failure among expatriates working on international assignments for their organizations. In efforts to solve this dilemma, American institutions of higher education have increasingly been integrating study abroad programs and globalization curricula into their coursework. Related assessment tools, such as the Intercultural Effectiveness Scale (IES), have been developed to help instructors to better evaluate students’ intercultural skillsets. These instruments allow academic practitioners to better understand and nurture global awareness and intercultural capabilities in order to plan curricula that best match students’ skill levels and areas of need related to intercultural competencies. This study utilized the IES pre- and post-surveys during an introductory globalization course to understand student capabilities and better predict overall student intercultural competencies.