Prior to the recruitment of participants for the questionnaire study, a database with all university tutors involved in EFL teacher training in Hungary was compiled with the help of a colleague. The questionnaire was sent out to those colleagues who were supposed to be involved in teaching language practice related courses in the 12 Hungarian universities with EFL teacher training programmes. All in all, 60 tutors received the first call for participation (see in Appendix E) and 12 of them filled in the questionnaire. Given that it is a small population, different steps had to be taken to ensure participation. Tutors who work in my two immediate teaching contexts received personalised calls for participation, which resulted in a higher return rate in these two circles (All the tutors approached, i.e., 16 and 6 participants from the two contexts, respectively, filled it in). Finally, another call was sent out as a reminder, which was not successful as it did not yield any new responses. All in all, 34 university tutors (25 female and 9 male) participated in the survey, approximately one third of the whole population. The participants were aged between 28 and 67 (M = 45.71, SD = 12.24), with a mean of 20.91 years of teaching experience (SD = 12.33). The respondents teach at eight different universities, representing both the capital (n = 24) and the countryside (n = 10), and both state (n = 24) and Church (n = 10) maintained institutions. Concerning their training about teaching global, local, or intercultural issues, the majority, i.e., 52.9% (n = 18) of the participants claimed that they had participated in such professional development events.