6.1.1.2.1 The Interview Study (Study 2). It can be concluded that the participating teachers have a reasonable understanding of the notion of global competence. Out of the ten participants, seven mentioned that a global citizen must be well-informed about different local and global issues, which is only surprising because the university tutors who participated in the pilot study did not mention this component of global competence (Divéki, 2020). Cultural and intercultural knowledge hardly figured in secondary school teachers’ responses, so it might be worth raising awareness of these components in professional development workshops or initial teacher education. When Hungarian EFL teacher trainees finish their university studies, they become teachers of English language and culture, so it would be important to enable them to create links between the concept of global competence and what they already know about teaching culture so that they could more effectively incorporate the global perspective in their teaching. Regarding the skills, according to OECD (2018), global citizens need to be able to reason with information, communicate effectively and respectfully, take different perspectives, manage conflicts, and adapt to new situations. Out of these skills, effective communication and reasoning with information were mentioned by several participants, the others were only mentioned by one. In the PISA classification, openness (towards different cultures), respect, and global mindedness are seen as the most important attitudes of a global citizen. The participants saw it similarly; however, they failed to mention global mindedness during the interviews, which means that they feel like they are primary citizens of their own country rather than citizens of the world.