Secondary-level home economics teachers in four Canadian provinces were surveyed regarding their views of the value of a global perspective in home economics courses. Questionnaires were mailed to a total of 292 home economics teachers who had attended a global education inservice program (44, 43, 62, and 104 teachers in Manitoba, Ontario, New Brunswick, and British Columbia, respectively). The response rates by province were as follows: Manitoba, 45.4%; Ontario, 47.6%; New Brunswick, 59.6%; and British Columbia, 36%. When asked to indicate their degree of support for a global approach in home economics on a 5-point scale, 71.3% of respondents responded with a 4 or 5. The reasons for support of a global approach clustered around the following themes: survival of home economics as a school subject; global education as a part of the mission of home economics; the need to prepare students for a rapidly changing global society; the importance of developing social and environmental responsibility; and cultural diversity. Despite their high level of consensus regarding the belief that the aims of global education can be achieved in home economics/family studies education, the home economics teachers disagreed regarding the substantive dimension of a global perspective in home economics. (Contains 35 references.) (MN)