This article examines the contemporary relationship between cultural studies and the field of education--the characteristics of cultural studies in/and education and the "glocal" presence of cultural studies in/and education. The article traces the development of cultural studies from its origins as an anti-disciplinary project of the Centre for Contemporary Cultural Studies at Birmingham University, England in the early 1960s to its present conception of "glocal presence." The notion of the "glocal" signals a focus on the dialectical and dialogical relationship between the global and the local as opposed to the dominant conceptualization of globalization as a virtually unidirectional process whereby global developments impact local sites. The article surveys a number of essays that are discussed in terms of how they are illustrative of, and contributory to, three selected characteristics of cultural studies and/in education, namely the institutionalization of cultural studies in the national academy; the institutionalization of cultural studies in education; and literacy, reading and cultural pedagogy as aspects of the discourse and praxis of cultural studies and/in education.