This qualitative phenomenological study explored ways of teaching global literacy among American educators. The heightened level of intermingling necessitated by globalization has not been without problems. The need for acquisition of a new kind of literacy to enable effective navigation of the emergent global reality became paramount. Teachers, as traditional producers of society’s workforce, were saddled with the responsibility for producing globally minded workers. Considering that teachers were new to globalization and its implications, their task was challenging. There were questions regarding teacher effectiveness in the new role. Purposive sampling was used in selecting participants. The sample comprised eleven global literacy teachers from International Baccalaureate (IB) schools in Houston Texas. None of them received formal training in an IB teacher-preparatory program. Data was collected through open-ended interviews to explore teachers’ lived experiences as prescribed by transcendental phenomenological design. Nvivo 11 aided data analysis. Eight themes emerged from the data analysis. The study found that participants struggled with their assignment and that teacher educational, social, and cultural background is critical to success. The study made recommendations for enhancing teachers’ global competence and improving efficacy in the teaching of global literacy.