This research aims to design a global mobility scale that is appropriate to evaluate students’ global ability at senior high school level and higher education level. After the global mobility scale is designed, the research conducted the survey at first and third grades at senior high school level and the first and third year at highe education level. The research conclusion includes the followings: 1. The components of global mobility include ability of communication, cross-cultural competence, professional abilities, and ability of practice are confirmed; 2. In Taiwan, our students show strongest self-evaluated dimension of global mobility on the cross-cultural competenc, weakest self-evaluated dimension of global mobility on the ability of communication; 3. Indivual background factors, language abilities, international experiences, and access of exchange/financial assistance information influence participating students’ self-evaluated development on four dimensions of global mobility. According to the conclusion, the research proposes the following suggestions: 1. Government should strengthen the contents of “the project of promoting young students’ global mobility”, and intensify the promotion on the resources and opportunities that government provide for students to develop their global mobility; 2. Schools should intergrate “global mobility” into their curriculum, and offer diverse opportunities for students to expand their global mobility; 3. The future research could follow up the development of students’ global mobility in Taiwan and further do more case studies on those schools with effective performance planning global mobility.
