Gerard Leonard maps the child's increasingly global environment and sense of citizenship from elementary to adolescence. For the elementary child, an orientation to the local history and geography of their surroundings provides a framework for understanding geography. In Leonard's words, "We have to know and understand a lot about many different places and people so we can adapt easily wherever we go." Montessori understood that by grounding children in the natural world they will have "a deep feeling for the interdependencies of nature" (Leonard). From this global sense of the cosmic interaction of all life on earth springs an understanding of human interdependencies that enhances one's own sense of belonging to place and to the procession of life. The elementary child needs two environments, both the school and the world beyond, "the world of nature and the society of his particular region and country" (Leonard). The adolescent studies his local place, the town, the county, and the bioregion finding security and community awareness by experiencing engaged living through real work in the local community. This grounding combined with the study of other languages, cultures, and religions is the key to understanding the global society. [This article is based on the talk presented at the NAMTA conference titled "Fostering Montessori Preparedness for Global Citizenship" in Seattle, WA, November 13-16, 2014.]