The migration of people along transnational paths, combined with the increased connectedness of billions of people through global media networks, requires reinvestment in a twenty-first century, multidisciplinary conceptualization of geography education. The "colonizer's model of the world" that has for too long identified countries as blue, green, and yellow fails to capture how places shift regularly as cultures, people, and places intersect. Today's geography scholars and teachers, however, rightly attend to the diversities within regions from which more and more students in American classrooms are coming from (National Center for Education Statistics 2014). Studying cultural and human geography through a critical lens, rather than the tendency to focus on political geography as a backdrop to the teaching of history, means students begin from a point that asks them to question how, over time, systems and processes have shaped nations and imposed borders, as well as disrupted and redefined places. The first section of the article addresses concepts within critical geography and global education together, followed by a synthesis of the two to illustrate the shared interests of both in relation to education. The combination of these distinct, but conceptually related approaches to teaching about the world informs the lesson activity examples offered in the latter part of the article on applying critical geography and global education in the high school world geography, humanities, and AP Human Geography classroom. The article concludes with a discussion of resource recommendations that teachers and students of the Social Science, English, and Arts can utilize in their classrooms.