This study examined the effects of the Global Competence-English Communication Convergence Class on both the perceived global competence of undergraduate students, along with their second language learning. Using a dependent-samples t-test, comparisons of the students' responses to the pre-/post questionnaires were made and individual interviews were conducted. Although the results revealed no statistically significant differences in their perceived global-competence levels, most of the students demonstrated a positive attitude toward the convergent program, expressing their needs for the understanding of diverse and topical cultural and global issues, which are related to their everyday lives. On the other hand, there were some cases wherein expectations for traditional English classes for subskills were expressed simultaneously. Such mixed needs shows that the urgent efforts to develop convergent curriculums with a dual focus are required. That is, global competence and English-learning communication programs. These findings confirm that the key to successful global competence-English communication convergence programs lies in their design based on the students' interests and needs.