If the definitions of global citizenship are varied and contestable, how do teachers conceptualize and make meaning of global citizenship when required to teach global citizenship in the classroom? For this study, twenty-nine grade six social studies teachers in British Columbia, Canada, were surveyed on their definitions of global citizenship with a focus on active participation. Their responses indicated a belief in active citizenship, civic global responsibility, community service, and making change in the world; however, the focus of their student work in global citizenship was often limited to treating the symptoms of global inequalities, thus ignoring our interdependencies. Consequently, this article suggests that a more critical approach to global citizenship needs to be articulated in curriculum documents and promoted in schools.