Massive Open Online Courses (MOOCs) can provide important professional learning opportunities for teachers throughout the world. Despite high enrollment rates, learner engagement in MOOCs has been generally low, as reflected in their low completion rates. This is in part due to a combination of high flexibility and limited support and accountability that MOOCs commonly offer. New support systems such blended MOOCs (bMOOCs) allow participants to attend in-person sessions, commonly called MOOC camps, that have the potential to increase learner engagement. MOOC camps can also help teachers to situate their learning with the local culture even though the global MOOC itself was created for participants in a diversity of cultures. This qualitative case study examined how teachers of English who were enrolled in a professional learning global MOOC participated in MOOC camps and how that participation supported their affective, behavior, and cognitive engagement. Guided by the Academic Communities of Engagement (ACE) framework, we conducted and analyzed interviews with six facilitators and 13 participants of MOOC camps in Brazil, Vietnam, and Peru who were enrolled in a professional development MOOC for teachers of English as a foreign language (TEYL). Facilitators shared how and why the MOOC camps were organized and facilitated and participants described how supports from their MOOC camp facilitator and peers helped to increase their affective, behavioral, and cognitive engagement. Implications for practice and research are presented for global MOOCs delivered to culturally and linguistically diverse learners.