The participants were asked to draw up the profile of a globally aware teacher. First, they mentioned characteristics of global citizens, such as tolerance, empathy, and being critical, but when asked about how it can be seen in the classroom, they gave more detailed answers. According to Ráhel, a globally competent teacher is someone willing to experience another culture or other cultures and immerse themselves in that culture. As an example, she mentioned living in a Black American community, in an LGBTQ+ community or working with Persian students. If they have experienced that, then whenever they talk about this topic, it comes naturally to them, so they can be authentic in their role. The tutors agreed that the fact that someone is a globally aware teacher is manifested in the atmosphere they create. As Magda saw it, if someone is globally competent, it is a background factor that permeates the whole atmosphere of the class: the students feel what the teacher’s worldview is even if she only communicates it in half sentences. She gave the following example: “They do not make racist comments… they don’t make fun of people… neither individuals nor groups of people” (T/SM-17). She went on by saying that a globally competent teacher is a humanist, they are tolerant of learners’ otherness and humorous in the sense that they can even treat difficult situations using humour.