Teacher education is assumed to have a pivotal role in achieving the fourth Sustainable Development Goal (Goodwin, 2019, Schugurensky & Wolhuter, 2020; UNESCO, 2015): To be able to equip students with the knowledge, skills, attitudes, and values needed for global citizens, their teachers also need to develop a global mindset (Goodwin, 2019) and become globally competent (Boix Mansilla & Jackson, 2011; Longview Foundation, 2008). Therefore, there seems to be an agreement among scholars that it is important to instil GCED in teacher training to educate trainees who will, in turn, educate globally competent students (Bauermeister & Diefenbacher, 2015; Guo, 2014; Longview Foundation, 2008; Merryfield, 2000). As Guo (2014) puts it, “it is not only desirable but also critical that all teacher education programs infuse global perspectives and strategies and develop teachers’ professional competencies to educate for global citizenship as a way to achieve transformative learning in various educational settings” (p. 17). Perhaps a bit optimistically, Bauermeister and Diefenbacher (2015) posit that “for every pre-service teacher who knows how and why to teach sustainability, the world will gain thousands of citizens with the same knowledge and skills” (p. 326). Nevertheless, as Estellés and Fischman (2021) point out, it is important to be aware of the “romanticized perspectives” of GCED as it is naïve to assume that “pre-service teachers will be willing to develop an ideal GCE in their classes by being aware of global issues” (p. 9). Indeed, the route to successful implementation might be long, but by showing novice teachers examples of successful incorporation of global issues and teaching them how to deal with them effectively, trainees can gain more confidence and they might think of infusing their lessons with global issues, at least, as an option.