Teachers are seen as key actors of change within programmes and projects on global learning. But all too often they are regarded in an instrumental way or as promoters of some form of ideal global teacher. Evidence from the UK and elsewhere suggests that if a pedagogical approach is taken to the role of teachers within the process of learning, then three distinct locations of teachers as change agents can be identified. These are as change agents within the classroom, within the wider school, and within society as a whole.