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In-service K–12 teachers require preparation and support to conceptualize and incorporate global competence into their classroom teaching practices. The state of North Carolina created a state-wide framework for such professional development: the Global Educator Digital Badge (GEDB). The GEDB focuses on developing knowledge and practices of globally competent teaching. To explore state policy to school practice, this intrinsic case study reports findings from teachers, administrators, and professional development providers from a K–5 school with 90% teacher participation in the GEDB. Tenets of effective PD and the  Global Competence Teaching Continuum  served as frameworks to analyze surveys, focus group, interviews, classroom observations, and documents to discern teachers’ abilities to conceptualize and enact globally competent teaching (via curriculum and instruction). Findings describe teachers’ abilities to define global education, embed global competencies within their curriculum, and implement recommended pedagogical strategies. Shifts in teachers’ practices toward globally competent curriculum and instruction are discussed.

School-level implementation of a state-wide professional development model for developing globally competent teachers