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The student co-teacher and co-mentor model introduced in this article seeks to promote learning, reflection, and critical thinking and to nurture students’ intellectual curiosity through high academic standards and experiential learning, including community engagement and study abroad. Similarly, scholarship of teaching and learning research on pedagogical partnerships demonstrates improved learning, self-awareness, and engagement with the educational material as a result of students’ partnership and collaboration with faculty and staff. Limited existing research combines the student-faculty partnership model with the development of students’ intercultural competencies in experiential learning contexts, such as practicums, internships, and study abroad. This article focuses on approaches to engaging Elon University students as partners in a practicum course in Guatemala. The study provides evidence of the model fitness as well as the potential for replication of higher education approaches, such as the emerging global learning model for practicum instruction.

Developing meaningful and practical global experiences through student-faculty-community partnerships