As engineering work becomes more globalized, it is important to prepare students to succeed in a global engineering workforce. Prior research has explored different factors important to the design of global programs generally, but less is known about the experiences and learning outcomes of engineering students while abroad. Because this population has historically been underrepresented in global programs, few research-based practices have been identified to support the intentional design of global experiences for engineering students. This dissertation seeks to provide such insights through three studies that address the following components of global engineering program design: 1) the assessment of Global Engineering Competency (GEC) through use of a series of scenarios based in the Chinese context; 2) the relationship between program destination and students’ experiences and reported learning outcomes; and 3) the experiences that engineering students identify as most significant during their time abroad. I used a combination of quantitative, qualitative, and mixed research methods to explore students’ learning and experiences in global engineering programs. The results of these studies revealed that engineering students have a wide variety of learning outcomes and experiences as a result of global programs, that great care should be exercised in choosing and interpreting assessment methods for global programs, and that the design of global engineering programs should be informed by characteristics of both the student participants and the program destination. Overall, the results of this dissertation highlight the importance of intentionality when designing global engineering programs to better prepare students for success in a global work environment. / Doctor of Philosophy / As engineering work becomes more globalized, it is important to prepare students to succeed in a global engineering workforce. Prior research has explored different factors important to the design of global programs generally, but less is known about the experiences and learning outcomes of engineering students while abroad. Because this population has historically been underrepresented in global programs, few research-based practices have been identified to support the intentional design of global experiences for engineering students. This dissertation seeks to provide such insights through three studies that address the following components of global engineering program design: 1) the assessment of Global Engineering Competency (GEC) through use of a series of scenarios based in the Chinese context; 2) the relationship between program destination and students’ experiences and reported learning outcomes; and 3) the experiences that engineering students identify as most significant during their time abroad. I used a combination of quantitative, qualitative, and mixed research methods to explore students’ learning and experiences in global engineering programs. The results of these studies revealed that engineering students have a wide variety of learning outcomes and experiences as a result of global programs, that great care should be exercised in choosing and interpreting assessment methods for global programs, and that the design of global engineering programs should be informed by characteristics of both the student participants and the program destination. Overall, the results of this dissertation highlight the importance of intentionality when designing global engineering programs to better prepare students for success in a global work environment.