Innovative teaching in agriculture increasingly relies on immersive, site-based learning to prepare students for participation in complex global food systems. This scholarship abstract presents an experiential learning model implemented through the USDA–NIFA HSI project Connecting the Dots in the Global Fresh Produce Market, emphasizing coordinated domestic and international site visits as a core pedagogical strategy. Over a three-year period, 30 undergraduate students engaged in integrated coursework, laboratory training, professional field experiences, and mentorship to reinforce classroom learning and enhance workforce readiness. Experiential learning was embedded within the undergraduate course Global Fresh Produce Market, where multidisciplinary instruction in food safety, plant health, postharvest quality, and international trade was aligned with structured site visits. Hands-on laboratory activities provided training in fruit quality assessment and quality assurance. These concepts were reinforced during visits to fresh fruit packing houses and distribution centers in South Texas, where students observed quality measurements and food safety protocols during product handling. Visits to USDA inspection facilities and Plant Health Inspection Service offices at South Texas ports of entry exposed students to procedures designed to prevent the introduction of restricted materials, invasive pests, and plant pathogens. Engagement with fruit fly eradication programs illustrated regional biosecurity strategies. International experiential learning in Mexico expanded student understanding of global supply chains and export systems. Students visited agricultural research centers, aquaculture and livestock processing facilities exporting to U.S. and international markets, certified greenhouses, and research institutions supporting export certification. Interactions with U.S. and Mexican regulatory officials provided insight into bilateral oversight processes. Student reflections and observed outcomes indicated increased technical knowledge, enhanced cultural competence, and stronger interest in careers related to food safety, inspection, and international agriculture. This site-based experiential model demonstrates a scalable and effective innovation for teaching global agriculture.