The paper examines the critical role of foreign language education in fostering global competence among undergraduate students in the United States. Despite public recognition of the importance of foreign language skills, the U.S. has historically lagged behind other nations, particularly European countries, in foreign language proficiency. The research contextualizes this issue within the evolution of educational policies and practices, analyzing the relationship between language learning and global competence. Through a synthesis of education documentation, theoretical analysis, and a review of general education requirements from 12 U.S. higher education institutions, the study highlights the integral role of foreign language courses in undergraduate curricula. These institutions, selected for their geographic, institutional, and funding diversity, universally emphasize language learning as a core component of global education. Foreign language courses not only develop linguistic proficiency but also foster intercultural understanding, broaden worldviews, and equip students with critical thinking and problem-solving skills. The study draws on significant reports to underscore the importance of foreign language education in global competence development. The findings reveal that U.S. higher education institutions include foreign language requirements in their curricula to promote cultural awareness and prepare students for global challenges. In conclusion, the study emphasizes that foreign language education is pivotal for developing globally conscious students capable of engaging as responsible citizens and professionals in a multicultural world. Thus, foreign language skills contribute significantly to developing tolerance, broadening perspectives, and cultivating global citizenship.