Teachers are assumed to be instrumental in implementing the global perspective in their lessons because of their role as educational gatekeepers, who constantly make decisions on what is taught and how it is taught (Thornton, 1991). As Kirkwood-Tucker notes (1990, cited in Bourn, 2015, p. 66), “teachers [are] more influential than textbooks as the primary source of information for students about global education”. Given the fact that the aim of global education is to make the world a better and more just place, teachers who opt for the inclusion of the global perspective are often seen as agents of change (Bourn, 2015), hence the currently spreading term global teachers. The following sub-section presents the controversial role of teachers as agents of change (2.1.4.1). Then, it details what approaches teachers can take in the classroom and how these relate to their perceived roles (2.1.4.2). Then, the characteristics of global teachers are drawn up (2.1.4.3) and finally, the importance of teacher education in preparing teachers for this role (2.1.4.4) is outlined.