We build upon the conceptualizations of agency in teacher education presented in the three previous articles in this issue to address the question of "where" agency occurs in the context of globalization. We rely on theories of place and place-based education to illuminate the paradoxical dimensions of the global commons, raising questions about where knowledge is situated and how educators connect with cultures that lie beyond school walls. We also synthesize research themes presented in this issue such as sites for teacher education, experiential learning, perspectives on intergenerational knowledge, and detailed reflection to use place as a heuristic to raise additional questions about how to navigate the messiness of sustainable change.