All the tutors agreed that it is essential that this dimension be present in teacher education, and they all considered it important to some extent. However, as the participants have been involved in EFL teacher training for different lengths of time and in different ways, they have quite a different perspective of the training offered in the institutes they work in. According to Kristóf, the cultural component is already implicitly present in teacher trainees’ lessons as “culture and language are inherently linked” (T/SK-7). Iván also believed that it is already there in the programme he is working in, and he experienced it to some extent when he was a university student some years ago. Ulrich claimed that global competence development is to some extent present in the teacher training programme he works in. He did not say that there should be a global issues training component, but he said that this should be more emphasised in the programme. He mentioned that “there is something about it in the lecture series” the department is offering, but there are no elective courses students could take to learn more about it. However, he rounded it up by saying that “a training programme like [theirs] should at least be clear about – particularly as these new competences are being seen as worth measuring – where [they] stand and what it is that [they] can contribute” (T/U-13).