This article describes research designed to find evidence that the methodology of "Global Storylines" offers a valuable pedagogy though which to explore concepts and issues, and to develop the associated skills and values for both pupils and teacher, in education for sustainable development (ESD), and global citizenship education (GCE). The article presents the epistemological perspectives that emerged from research in which educational drama, as part of "Global Storylines" topics exploring environmental themes and issues, was developed and implemented, and data gathered and analyzed. The article suggests that the relationships developed during drama contribute a unique pedagogical dimension to ESD/GCE.