Despite the global nature of agricultural challenges, many undergraduate programs lack accessible strategies for embedding meaningful international engagement into courses. Collaborative Online International Learning (COIL) offers agricultural faculty a practical mechanism for embedding global perspectives into coursework without requiring student travel. We share the design, implementation, and outcomes of a completed COIL pilot project connecting agriculture students at [University] in the United States with agricultural science students at [University] in Japan. Our objective was to enhance students’ intercultural competence, leadership awareness, and understanding of the United Nations Sustainable Development Goals (SDGs) within agricultural contexts. Implemented during a four-week period, more than 300 students collaborated across multiple course sections and instructional modalities. Students engaged with each other asynchronously through Padlet, completing a structured activities that included videos, SDG-focused research presentations, intercultural peer engagement, and guided reflection. The design ensured repeated, meaningful intercultural touchpoints through written and video-based dialogue. Evidence of learning was drawn from instructor observations and student reflections. Students demonstrated increased awareness of global agricultural challenges, particularly differences in land availability, labor systems, sustainability priorities, and leadership approaches between Japan and the United States. Many students reported first-time exposure to the SDGs and articulated clearer connections between leadership, culture, and agricultural problem-solving. Reflections indicated growth in cultural curiosity, empathy, and confidence engaging with international peers, as well as recognition that effective agricultural leadership is context specific. This pilot project illustrates how COIL is a scalable, low-barrier, feasible teaching practice that aligns well with agricultural curricula. Project implementation was not without challenges, including the need to navigate significantly different university academic calendars, ensure clarity in assignment instructions that translate across cultures, and address periodic technical issues. However, this practice offers agricultural faculty a replicable model for integrating collaborative global learning and intercultural competency development into undergraduate agricultural courses.