The Teacher Education Model for the twenty-first century or TE21 was a transformative endeavour in which the necessary skills and knowledge needed by teachers-to-be are supported by a central pillar of values, articulated along three paradigms, i.e., learner-centredness, teacher identity and service to the profession and community (NIE in TE21: A Teacher Education Model for the 21st Century. National Institute of Education, Singapore, 2009). For these three value paradigms to be enacted effectively, a slew of initiatives was introduced to the National Institute of Education (NIE) Singapore’s university-based initial teacher preparation programmes. There was a deliberate effort to ensure the broadening of the local and global outlooks of student teachers; and that the initiatives also involved them assuming personal responsibilities towards life-long learning, challenging their personal assumptions, reflecting critically about their practice and making informed decisions about teaching and the learning needs of their own learners (Darling-Hammond & Bransford in Preparing teachers for a changing world: What teachers should learn and be able to do. Wiley, 2005; Tan & Liu in Teacher effectiveness: Capacity building in a complex learning era. Cengage Learning Asia, pp. 139–157, 2015). This concept chapter describes how, more than a decade on, overseas initiatives like International Practicum, Semester Exchange and Service and Leadership Training (SALT) when enacted alongside local ones—the Meranti Project, Group Endeavours in Service Learning (GESL), Singapore Kaleidoscope and Building University Interns for Leadership Development (BUILD)—provide opportunities for student teachers to acquire multiple perspectival mindsets. This broadened mindset will help develop an enriched set of skills and dispositions enabling student teachers to undertake teaching and learning in new and engaged ways.