With the aim of exploring secondary school teachers’ and university tutors’ views on global competence development, two different interview studies were conducted: Study 1 involved five university tutors and Study 2 ten secondary school teachers, and these were preceded by a pilot study in the tertiary context, involving four tutors. The semi-structured interview format seemed suitable to this end, as having read the literature and being a practicing teacher and teacher trainer myself, I already had “a good overview of the phenomenon or domain in question to develop broad questions about the topic in advance” but I did not want to limit the “depth and breadth” of my participants’ experiences by structured interviews (Dörnyei, 2007, p. 120). The following sub-sections first present the participants and the setting of the interview studies (the pilot and the two main studies) and then the methods of data collection and analysis.