6.1.2.2.1 The Interview Study (Study 2). The participating language teachers believe that developing students’ global competence is their task because they are aware that they have the means and the freedom to do it properly in their classes, just as it was suggested by UNESCO-MGIEP (2017). As described in 5.1, they also accept the fact that nurturing healthy and conscious young people is part of their job, which is exactly the aim of global competence development. Concerning the research question, the participants think that it would be everyone’s task to develop students’ global competence; however, they see that they are in a favourable position, because they are quite free to bring almost any topic into a language class. The way they described global teachers is in line with the literature, as they listed many attributes that figure on Pike and Selby’s list (1988), such as authenticity, sharing decision-making with the students, and creating a positive classroom atmosphere. What they did not include here concerns being a community teacher. Being a community teacher means creating a bridge between the classroom and outside the classroom, the local community. It would be of utmost importance for teachers to embrace this aspect of global education as well, to encourage students to make use of whatever they learn in school and take action for the well-being of the community. Nonetheless, whether teachers are ready to take up the mantle of a global teacher comes down to different factors, mostly to bravery, preparedness, and time and money, which were also corroborated by Başarir’s (2017), Guo’s (2014), and Skinner’s (2012) studies.