Teachers bring to their work assumptions that shape how they think about globalization. To prepare children to analyze globalization perceptively, teachers must stretch their assumptions and knowledge; teacher education can help. First, if teacher candidates have not already had substantive interaction with people whose backgrounds and perspectives differ from their own, teacher education should provide such experiences. Second, teacher candidates should become familiar with intellectual frameworks that link race, culture, social class, and capitalism with an analysis of global power, thereby helping teachers examine how countries are connected economically and politically. Third, teacher candidates should learn to become media critics, asking questions such as: (1) Who generated this message?; (2) Where is it coming from?; (3) Who benefits most from it?; (4) What is not being said?; and (5) Whose perspectives are relevant but absent? Fourth, teacher candidates should experience an international organization that is working on a global issue. Finally, teacher candidates should develop the ability to link professional development experiences with forms of electronic communication available to youth. Teacher education programs today are under pressure to adhere to state standards, often while trimming back on credit requirements. However, the present recommendations are still doable. Perhaps the greatest challenge is showing teacher educators what is possible.