Using a mixed method approach, this case study investigates effects on the participating students ( N = 25) of an undergraduate honors course in the Netherlands, aimed at global justice citizenship. Knowledge about effects of global citizenship courses is still limited. The Ethical Sensitivity Scale Questionnaire and the Global Citizenship Scale were used in a pre‐ and posttest design to measure possible development in the moral and civic domain among the participants of the course. In the qualitative part, deductive content analyses of students’ work and students’ written reflection on the course, utilizing the theory‐based curriculum guidelines Global Justice Citizenship Education, were performed. In addition, a follow‐up blog and interview were analyzed to learn students’ perception on the effects of the course after half a year. Quantitative results show increased ethical sensitivity as well as global civic engagement and global competence among the participants. Qualitative results point in the same direction and provide deeper insights in the content of students’ learning and the perceived impact of the course on their attitudes and behavior. Results are discussed in relation to theory on justice‐oriented global citizenship and honors pedagogies.