The following section comprises the detailed description of the classroom research carried out in two different research contexts: in the university context, at two universities (Study 5) and in the secondary school context, in 12 different schools across the country (Study 6). The classroom studies intended to yield data for research question 3 and its sub-questions, i.e., to find out in what ways teachers develop their students’ global competence. In the university context, the researcher used worksheets she designed to this end, wrote reflective journals about her experience, and asked for feedback from her students. The secondary school teachers were asked to use the same worksheets, and data was collected by getting feedback from them in the form of reflective journals and by asking their students’ opinion about these lessons. The reason why classroom research seemed the best option to gather data to answer RQ 3 was because as Hopkins (2008) claims, the main aim of classroom research is to “enhance [one’s] own and [their] colleagues’ teaching” and also to “test the assumptions of educational theory in practice” (p. 1). As Bourn (2020a) wrote extensively about the dearth of empirical research and the lack of voices from the classroom, e.g., in his volume, The Bloomsbury Handbook of Global Education and Learning, my study aimed to fill in this gap and provide evidence from classrooms for the possibilities of the incorporation of global education into the EFL context.