In this new age of globalization, the concept of global citizenship has taken root and become the subject of increasing scholarly attention and analysis. While the study of global citizenship has become part of high school curricula in several countries around the globe, it has not become so to the same degree in the United States (U.S.). To expand upon the existing literature and advance the study of global citizenship in the U.S., this qualitative, interpretivist case study evaluates the perceptions and experiences of an administrator, two teachers, and six students of a global studies course at an urban high school in New Jersey. This study advances three primary findings: first, the need for continued curriculum development and design of global-studies-related courses and content in U.S. high schools; second, the importance of experiential learning in furthering the goals of global citizenship education; and third, the need for class projects, international education programs, and other experiential learning opportunities (such as fieldwork, service-learning, or community programs) to cultivate student interest in global citizenship.