Preparing students to live in an interconnected world is of central importance in 21st century education. Neoliberal educational contexts, however, thwart efforts to implement more humanistic and critical versions of global education (GE). This comparative case study examines how teachers and administrators enact GE at two schools--one public, the other private--in the New York City metropolitan area. Findings demonstrate the constraints and possibilities of engaging GE in neoliberal educational contexts. Implications for GE scholars and practitioners include the study of how wider contextual factors shape GE's enactment in a neoliberal era.