IN EASTAFRICA, when Masai warriors met one another, the traditional greeting was “Kasserian ingera,” which means “and how are the children?” It is relevant for pediatricians to ask ourselves this question with regard to the world’s children. In an era of increasing industrialization, globalization, and sophisticated health care technologies, progress on improving indicators of children’s health has been uneven. Global statistics reveal that in 2010, approximately 7.6 million children died before their 5th birthday. We are far from meeting the goal set by the world leaders who assembled in 1990 to set development goals for the new millennium, to reduce by two thirds, between 1990 and 2015, the mortality rate of children younger than 5. Most of the deaths of children younger than 5 result from only 5 conditions—acute respiratory infections, diarrhea, malaria, measles, and malnutrition—or a combination of these conditions. These 5 conditions are responsible for approximately 83% of outpatient consultations. Yet more than two-thirds of the early deaths in children could be prevented or treated with access to simple, affordable interventions, including exclusive breastfeeding, safe water, adequate sanitation and hygiene, insecticide-treated bed nets, and vaccination. These interventions are best implemented at the community level. Improved training in global health is one way to ensure that the next generation of pediatricians is aware of child health inequities and has the background and skills to address them. Three articles in this issue of the Journal focus on global health training for pediatricians. The articles describe, respectively, personal perspectives from faculty directors, pediatric residents who participated in international electives, and a multiprogram consensus on the major components of a model global health curriculum. A common theme that runs through the articles is the relative lack of data on the impact of this training. The perspectives of faculty directors are presented in an article by Eneriz-Weimer et al, who identified 7 model pediatric residency programs with formal global health training and interviewed faculty directors of 6, analyzing data using qualitative theme analysis. The directors discussed challenges of identifying and building partnerships with global sites, curriculum and pretrip preparation, resident experiences and evaluation, and factors that facilitate and hinder global health program implementation. They suggested that community impact evaluation might yield