International experience is a valuable attribute and requirement of many agriculture science graduates. While on-the-ground international experiences are ideal, situations like current COVID-19, or other barriers prevent international travel, therefore educators need to find alternatives to travel. Global content integration into the classroom is one mode of partially providing international learning. This project describes the integration and assessment of international practices, applications and policies in a plant propagation course using student-led discussions and reports from their online media searches of selected countries. More than 80% of students’ papers and discussions were proficient in six of seven criteria, including relevance of the international search topic to course content, implications/importance of issues searched, clarity of the written international summary and presentation, and responses to questions and the international discussions. Some students had difficulty determining authentic scholarly articles and reports for the activity. Students agreed that they learned some international information, and that it was interesting to learn about other countries and their plant propagation, useful for learning and practicing plant propagation, and difficult to find suitable media sources. This exercise, with added emphasis in finding authentic online sources, will be continued, as it enriches the students’ global literacy in propagation.