The main objective of the present study was to examine the impact of globalization on the teaching profession based on teacher views. Furthermore, the study aimed to make recommendations for the practitioners and the researchers based on the study findings. In the study, the qualitative phenomenology research method was used and the participants were determined with maximum variety sampling method. The study group included 40 teachers employed in schools located at Adiyaman province central district in Turkey. A semi-structured interview form was used to collect the data in the study. The first section of the interview form included questions on participant demographics (gender, department, seniority, employment school type and education). The second part of the interview form included 5 questions that aimed to determine the participants' views on the impact of globalization on teaching profession. Descriptive and content analysis were conducted to analyze the study data. Based on the descriptions of the teachers on the concept of global teacher, it could be defined as a global citizen and a universal teacher who has knowledge on the global changes and developments and improves herself or himself accordingly and possesses the qualifications and competencies required by globalization in the study. Study findings demonstrated that globalization has resulted in changes in certain existing roles of the teachers. In the study, it was determined that globalization had negative effects besides several positive effects on teachers' qualifications. Based on the study findings, it could be argued the amendments in the teacher education system in Turkey did not reflect an adequate response to the impacts of globalization. On the other hand, it was observed that globalization had mostly positive effects on the teacher training process, however it was determined that there were certain adverse effects as well as these positive effects.