This chapter identifies shared elements in the cycle of global health education, and aims to encourage introspection and humility in global health learning. A common assumption of the global health learner is that she/he must go 'abroad' to gain experience. Global health learners with an urge to change the systems and cultures they encounter, without a full understanding of context, culture and history, are a risk to the communities they are visiting. Developing global health as a worldview means finding the applicability of global health in all of these avenues. Learners begin the cycle through hearing about 'global health' and becoming interested in learning more. As learners grow in their political and historical understanding of global health, they may begin to question whether global health initiatives can lead to deepening inequalities and further exploitation. The global health learning cycle is meant to represent the dynamic, flexible nature of the learner's path.