Some of the participants honestly struggled to estimate how frequently they deal with complex global issues in their classes. Their answers differed considerably, but it must be added that they teach in different contexts and different age groups with different language levels. The answers ranged from often (I), once or twice a week (L), and twice a month (K) to once a month (Á, E, SZ) and rarely (H). Nevertheless, the participants gave some insight into what the frequency of the inclusion of such issues depends on: first, they mentioned the coursebook which they build the course on (T), the students’ needs to discuss different issues (É) and the relevance of the topic (B). While Szilveszter admitted that he does not incorporate global content into his classes in a planned manner, during the interview, Tilda had a revelation and asserted that she should be building in such topics more consciously. She justified this by saying that if she does not consciously plan to incorporate it, then some groups will never have the opportunity to talk about such issues due to time constraints.