In this article, as the author seeks to challenge everyone to be similarly open to their blind spots as educators, administrators, and policy makers seeking to provide young people with a global education, she will stress three main points. First, everyone is at a moment in history when one has no choice but to consider the world as a whole as the only appropriate unit of analysis. The challenges people face--whether those of climate change, militarization, poverty, or disease--are global in nature. They are produced by forces that transcend narrow national boundaries or divisions based on race, ethnicity, and gender. Second, education offers the only real hope of meeting and overcoming these global challenges. Finally, there are inherent risks in the pursuit of a global education agenda. The inbuilt values and assumptions, which will be projected consciously or unconsciously, can and will have both good and bad consequences. A truly liberal global education might also be one that aspires to be truly "feminine and feminist," opening the world to possibilities hitherto unimagined.