The aim of this study was to evaluate the feasibility and preliminary outcomes of immersive integrated experiential and didactic courses in strengthening competency‐based global health learning in dental education. To address global inequities in oral health and student interest in global health, the Harvard School of Dental Medicine introduced two global health courses in 2017‐18. The first was a didactic course in the core predoctoral curriculum, and the second, in collaboration with the Inter‐American Center for Global Health, was a five‐day elective experiential learning course in rural Costa Rica. The experiential course was an extension of the didactic course. All 33 second‐year dental students completed the didactic course, and three of those students completed the experiential course. A pre‐post survey and a six‐month follow‐up survey on self‐reported knowledge based on course learning objectives were administered. The experiential course students also completed journals and interviews for qualitative analysis. Thirty‐two students completed the pre‐post didactic course surveys, for a response rate of 94%. There was a 100% response rate on the pre‐post didactic surveys by those students who participated in the experiential learning course. While the experiential learning group scored similarly to the class average before the didactic course, they had higher scores than the class averages both immediately after and at the six‐month follow‐up. All three students reported that the experiential learning course was “extremely effective” in building on what they learned in the didactic course. Qualitative analysis of the journals and interviews suggested enhanced learning from the combination of didactic and experiential methods. These preliminary results support the Global Health Learning Helix Model, a theoretical competency‐based teaching model for ethical student global health engagement to better prepare the future generation in tackling oral health disparities both locally and worldwide.